


The Consolidation of School Districts 
The Centralization of Rural Schools 



AND 



THE TRANSPORTATION OF PUPILS AT 
PUBLIC EXPENSE 



Circular of Information 



ISSUED BY THE STATE OF LOUISIANA, DEPART- 
MENT OF EDUCATION, BATON ROUGE. 



1906 



JAS. B. ASWELL, 

State Superintendent of Public Education 



The Consolidation of School Districts 
The Centralization of Rural Schools 



AND 



THE TRANSPORTATION OF PUPILS AT 
PUBLIC EXPENSE 



Circular of Information 



ISSUED BY THE STATE OF LOUISIANA, DEPART- 
MENT OF EDUCATION, BATON ROUGE. 



1906 



JAS. B. ASWELL, 

State Superintendent of Public Education 






o G 



CONTENTS. 

Page. 

Introductory 5 

The Rural School Situation in General: 

(a) Outlook, Cost, and Size of Rural Schools 9 

(b) Teachers Available for Country Schools 18 

Practical Experience with Consolidation and Transpor- 
tation in Louisiana and Other States 23 

Cost of Consolidation and Transportation 35 

Cost of Wagons and Drivers, Drivers' Contracts, and 

Routes 45 

Summary of Arguments 54 

"Arguments Against Consolidation" Considered 57 

References 64 



INTRODUCTORY. 



Office of State Superintendent of Purlic 
Education. 

Baton Rouge, La., Sept. 10, 1906. 
Agreeable to the request contained in the resolution 
adopted by the Conference of Parish School Boards 
and Parish Superintendents held in Baton Rouge July 
25-27, 1906, I have gathered as reliable information 
as possible relative to the Consolidation of School 
Districts, the Centralization of Schools, and the Trans- 
portation of Pupils at Public Expense in this and 
other States. 

The information is presented to school authorities 
and school friends in the hope that some additional 
light may be given to them on what now seems to be 
the most practical solution of the rural school prob- 
lem. • 

Respectfully submitted, 

Jas. B. Aswell, 
State Sunt, of Public Education. 



0C1 1 1907 
U. uf D. 



EXCERPTS 

From an Address to the People of the South by the 

State Superintendents of Education of the 

Southern States 

1904 



INADEQUACY OF OUR PUBLIC SCHOOL SYSTEM, 
i. Comparative Statistics. — The public schools of the South, 
the only hope for the education of nine-tenths of the people's 
children, are still sadly inadequate to their stupendous task, 
unequal to the educational demands of this century of educa- 
tion, and inferior in most respects to the public schools 
of other sections of our common country. Compara- 
tive statistics of undoubted authority show that of 
all sections of our country the public schools- of the 
South have the poorest houses and equipment, the 
most poorly paid teachers, the shortest school term, and 
the most inadequate system of supervision. The average sal- 
ary of teachers for the country at large is $49.00 for men 
and $40.00 for women, while the average salary for teachers 
in the Southern States- is $35.63 for men and $30.47 for women. 
The average length of the public school term for the country 
at large is 145 days. The average length of the public 
school term for the South Atlantic States, including Ten- 
nessee, Mississippi, North Carolina, South Carolina, Louisiana, 
Arkansas, Georgia, Alabama, Texas, Virginia, and Florida is 
99 days. Outside of the larger cities and towns there are 
few public high schools tai the South, worthy of the name, 
and the work done in most of the public schools is 
necessarily so elementary in character as to fail to fur- 
nish adequate preparation for college or university, or for 
civic s-ocial and industrial service for the thousands that 
must depend upon them for such preparation. For every 
man, woman and child of its population the country at large 
is spending $2.99 for the education of its children, the South 
is spending barely 98 cents. The country at large is spend- 
ing $20.29 for every pupil enrolled in its public scnools. The 
Southern States are spending only $6.95. The country at 
large is spending for every child of school age in the United 
States an average of $10.57, the Southern States are spend- 
ing for every child of school age within their borders $4.05. 
It is not surprising that, with such an inadequately equipped 



system of public schools, there should be found also in the 
South the largest per cent, of illiteracy and the smallest per 
cent, of property on: a per capita distribution of wealth. 
The census report for 1900 shows that twenty-four per cent, 
of tho white population of the United States dwells in the 
Southern States that composed the Confederacy, while sixty- 
four per cent, of all white illiterates over ten years of age 
is to be found in these States. Illiteracy and poverty, intelli- 
gence and prosperity, travel together through the world. The 
one follows the other as effect follows cause. 

2. The Rural Schools. — Between eight-ninths and nine- 
tenths of the population of the South is rural and agricul- 
tural. The great masses of the people of the South, there- 
fore, are dependent upon the rural schools for education. 
The rural schools, then, are the strategic point in the educa- 
tional system of the Southern States. Farming is still the 
greatest institution in the South. The preservation and 
improvement of its greatest industry and its greatest insti- 
tution depend upon the improvement of these rural schools. 
Because of the sparse population, the large territory, the 'oad 
roads, the geographical barriers, tne small amount of taxa- 
ble property, and the small school fund, these rural public 
schools are the most poorly equipped and most inefficient 
public schools in the South. Unless they can be made equal 
in merit to the best public schools of the towns and cities 
and adapted to educating farmers' children for farm life 
rather than away from farm life, many of the best people in 
the country will continue to leave the farms, and the dis- 
astrous drain upon the best blood of the country will be 
kept up until there may be left there only "the poorest peas- 
ant population, too ignorant to Know the value and blessing 
of an education, and too indifferent to care to secure it for 
their offspring." 



THE RURAL SCHOOL SITUATION IN GENERAL. 



OUTLOOK, SIZE AND COST OF RURAL SCHOOLS. 

Wisconsin. — Thirty years ago, in most localities, especially 
in the older parts of the country, the rural school was far dif- 
ferent from what it is to-day. The attendance was large. 
Boys and girls of maturity and ability attended the sessions 
every winter. Even twenty years ago it was no uncommon 
sight to find a class of twenty mature students, ranging in 
age from sixteen to twenty-one, in the district school. To-day; 
when the child in the rural school has reached tne age ot 
thirteen, he feels that he has outgrown it. Then the school 
was taught in winter by the brightest young men in the com- 
munity. Frequently college students were employed, whose 
example furnished a stimulus to the pupils to procure an edu- 
cation. The school was the center of influence and interest. 
Spelling matches, debates and discussions made the 
school the center during long winter evenings. It is different 
to-day. Now, these schools to a large extent are taught by 
young, inexperienced girls. The salary that these districts 
can afford to offer is too low to command the services ot 
strong teachers. Yet even at the low salary of $20 or $25 
a month the cost of maintaining schools in small districts 
proves a heavy burden upon the tax payers. 

The decline of the rural school, or if you choose to say, its 
failure to progress, is due to many factors. Division of labor 
has opened many new fields for the young men and women, 
causing them to flock in large numbers from the country to 
the city. The excitement of city life induces others to change 
their abode. Furthermore, the great advantages incident to a 
well graded school in cities and villages cause many families 
to leave their homestead and remove to those places for the 
purpose of giving their children an opportunity of securing 
an education that will enable them to compete with others in 
the battle of life. 

$1,588,715.41 wasted in rural school education IN WISCONSIN 

in 1901. 

Our State in 1901 had a school population of 731,063 persons, 
of which number 316,833 were enrolled in the rural, village 
and small city schools having no city supervision. The aver- 
age daily attendance was 179,913, making the per cent, of 



IO 

attendance 56.7 per cent. This per cent, of attendance is 
very low indeed. For the rural schools of the State the 
percentage is materially lower, since, in the estimate here 
given; are included the enrollment and attendance of graded 
schools in villages and cities where the regularity of attend- 
ance is relatively high. For the maintenance of these schools 
during the year 19.01, $3,669,088.77 were expended. The teach- 
ing force, equipment, apparatus and school buildings were 
ample to afford school facilities to the entire enrollment of 
316,833 pupils every day of the school year. However, the 
average attendance was only 179,913. The capital invested 
was, therefore, not utilized to its full extent. In fact, only 
56.7 per cent, of the capital was thus fully utilized, because of 
the lack of regularity in attendance. This makes a loss of 
$1,588,715.41, or 43.3 per cent, of the capital inves-ted. This 
large amount was lost to the cause of education in oae year 
through irregularity in attendance. — Supt. L. D. Harvey. 



Michigan. — "In a special bulletin published by the Superin- 
tendent of Public Instruction of Michigan, in April, 1902, it ap- 
pears that of the 6,452 districts of the State, fifty-one had two 
pupils or fewer and held no schools; that eighty-three schools 
of the southern peninsula had five pupils 1 or fewer; that the 
average attendance of these schools was three; that these 
eighty-three schools cost $13,636.00, or an average of $9.95 
per pupil per month, or $99.50 each per year of ten months, 
though the actual number taught averaged fewer than six. 
It also appears that 1,004 schools had fifteen or fewer; 
that the average attendance of these schools was but eight; 
that the thousand schools cost $200,478.13, or an average of 
$199.67 each, and that the cost per pupil was $4.16 per month, 
or $41.60 per year of ten months. The same report says that 
the average cost per pupil in the city schools of Michigan is 
never over $19.40 per year of ten months, high schools in- 
cluded, the average cost being much less." 

"From, this it appears that over a thousand country schools 
in Michigan are maintained at a cost per pupil more thatt 
double that of the most expensive city schools. In addition 
to this fact, the Superintendent estimates that the country 
people of Michigan pay out annually over a million dollars for 
tuition and other expenses of their non-resident pupils from 
the country seeking higher learning in the city schools." 



Indiana. — From the report of the Superintendent of Public 
instruction of Indiana for 1900, as quoted in a special bulletin 



II 

on Rural Schools, published by the "Township Trustees 1 of Tip- 
pecanoe County," it appears that Indiana has 108 schools with 
an attendance of five pupils or fewer, ten of which have but 
one pupil; that 487 have between five and ten, and 1,253 be- 
tween ten and fifteen, or in all 1,848 with an attendance of 
fifteen or fewer. 

From the same source it appears that in 1879 the cost ot 
city schools in Indiana was $7.48 per pupil, and of country 
schools it was $6.21 per pupil, but that in 1899, twenty years 
later, the cost of city schools had dropped to $7.07, while the 
cost of country schools of all sizes had risen to an average 
of $10.50, showing that the cost of elementary education in the 
country is over forty-eight per cent, higher than the cost of 
education in the city, including the high school course. 



Missouri. — The Missouri Superintendent's report for 1902 
shows that more than one-fourth of all the schools of that 
State have fewer than twenty pupils, and that 575 have fewer 
than twelve. 



Ohio. — In 1821 the first law providing for free schools in 
Ohio was enacted by the General Assembly. A scattered pop- 
ulation and comparatively little wealth prevented the organ- 
izing of many public schools during the following ten years. 
At the end of the next forty years the country contained 
many cities known for being little more than trade centers 
for a large rural population. 

At the close of forty years of peace since the Civil War, 
industrial conditions are found which have rendered necessary 
a greater amoirnt of hand labor in manufacturing than in 
farming. Factories are now filled with men from the farm 
and small villages. Owners of farms have many times sought 
for themselves and their children a better social atmosphere 
and higher educational advantages in villages of from five 
hundred to five thousand people. The farmer who retires 
usually purchases a small home in a village or city. On the 
farms are tbund renters or hired men who, as a rule, change 
their residence frequently enough to render more or less un- 
stable conditions and interests in the little rural school. 
Of those who own and live on farms, some have no children, 
and many have only one or two. 

A rural population of 75 and 80 per cent, has rapidly de- 
creased to 60 per cent, of the State's population. While there 
has been an increase of wealth, the rural districts have not 
kept pace with the villages and cities, which now represent b5 
per cent, of the State's wealth. 



12 



The soil has been gradually losing its fertility; machinerj 
lias become necessary in extensive or intensive farming; no 
longer in small areas of territory are found the number ot 
young or old entering into the social or religious life of the 
community; the introduction of machinery has made each 
farmer more independent of his neighbor in doing work which 
once required a number of helpers; the telephone and rural 
mail have come to make more rapid the transaction of busi- 
ness and to hasten the transmission of news. 

The demand for factory belp, the failure of the soil to res- 
pond as generously as it once did when there was not appar- 
ent the necessity for wisdom in the methods of farming, the 
fact that man is a gregarious animal, and the inefficient school 
system have caused many to seek homes in villages and 
cities. 

The annual decrease of about 4,000 children in the school 
enumeration in township districts of the State has left many 
sub-districts with a school enrollment of from three to fifteen, 
where once were found from forty to seventy-five pupils. An 
examination of the enumerations in fifteen of the best farm 
counties snows an average to the county of nearly nine sub- 
districts, each of whose enumeration is fifteen children or less. 
The attendance in such sub-districts is rarely more than ten 
pupils. Counting the same average per county, there are over 
750 such small sub-districts in the State. This number is 
probably entirely too small. Because of reasons already 
stated and tne rapid organization of new sub-districts, there 
can be no hope that the sub-district school of to-day will ever 
be larger than it is now. — A B. Graham in TJvty. State Bul- 
letin. 



Vermont. — (From Circular No. XIX, 1906.) — The small 
school is the product of two factors: namely (1) the exodus ot 
population from remote and rural sections, and (2) the de- 
crease in size of families. 

(1) Through the development of the industrial interests 
of this country, young men and women have been attracted 
from the rural communities by the more agreeable and re- 
munerative employments, the better business opportunities, 
and the social and educational advantages afforded in cities 
and villages. Steam and electricity have been no small 
agents in facilitating this centralization of people. As a 
result of this migration, the cities and villages have in- 
creased in population, in educational facilities and in prop- 
erty valuation, while the country towns have decreased. 
The decrease of rural population in the United States during 



13 

the last few decades is indicated by the following percent- 
ages w,tich it respectively bore to the whole population: 
1880, 74.2; 1890, 67.3; 1900, 62.7. In Vermont from 1860 
to 1870, 144 towns lost population; from 1870 to 1880, VST, 
towns; from 1880 to 1890, 186 towns; and from 1890 to 1900. 
163 towns. 

(2) The decrease in the size of families is a subject for 
speculation among social scientists. Sixty years ago the 
ratio of school children to the entire population of the State 
was one-third; to-day :t is a trifle more than one-fifth. 
Nevertheless this decrease in ratio can be partially accredited 
to the increased longevity of the people. 

As a result of the two causes stated there are scattered 
throughout the State numerous small school communitieo 
whose welfare needs consideration and whose conditions de- 
mand relief. These communities seem meager compared 
with thone of former years, and the little schools of six or 
eight pupils seem pitiably small compared to the forty or 
fifty of sixty years ago. In 1846, the average number of chil- 
dren of school age per school district was 37; the average 
number to-day in the same rural school communities is far 
less. 

Floiuda. — The trend in the common public schools every- 
where is consolidation. The watchwords are fewer schools, 
longer terms, better equipment, stronger and more profes- 
sional teachers. This is being brought about in the common 
schools through a system of transportation of pupils. The 
question of location as regards higher education is well nigh 
elminated by the cheap rates, quick transit and ready com- 
munication brought about by the modern system of transpor- 
tation. A student five hundred miles from home is as near in 
point of time as one forty miles away in the days of stage 
coaches, a generation ago. The number and location of cot- 
leges are mere questions of expediency now to be determined 
by the answers to the questions: Will consolidation reduce 
the cost? Will it insure better educational facilities? The 
tendency of The times is towards the consolidation of the 
weak into mammoth institutions. It is of daily occur- 
rence in commerce, in manufacture, in transportation, and in 
every phase of human endeavor. Educational enterprise can 
not afford to exercise less forethought. — Supt. Sheets. 

Arkansas. — 1904 Statistics, by Supt. Hinemon: 

Schools with less than 7 pupils in daily attendance 101 

Schools with loss than 11 pupils in daily attendance 329 



'4 

Schools with less than 16 pupils in daily attendance 86fe 

Schools with less than 21 pupils in daily attendance 1,650 

Schools with less than 26 pupils in daily attendance 2,34D 

Schools with less than 31 pupils in daily attendance 3,144. 

Schools with less than 36 pupils in daily attendance ,3,706. 

Schools with Joss than 41 pupils in daily attendance 4.034 



Tennessee. — From Gov. McMillan's Message to Legislature. 
— I am persuaded that one of the ills affecting our public 
schools is dividing the counties into too many small school 
districts. Dividing the districts, and thereby aiminishing 
the fund to each school, may quadruple inefficiency. " By 
wisdom and sacrifice we may bring education to every youth 
in the State, bat we cannot carry on a successful school 
within a stone's throw of every house. An effort to do so 
will decrease efficiency and increase ignorance. We should 
resist the unnecessary division of school districts as we 
would the pestilence. Large schools can be Detter graded 
and maintained and a greater number of days taught 
arm: ally than in small districts. It were better for the 
student to go a little further to a good school than attend 
one at his front door that is worthless and indifferent.. 
You should not hesitate to correct, by appropriate legisla- 
tion, the destructive chopping up of school districts. 



ViRCiNiv. — From Gov. Montague's Message to the Legisla- 
ture. — The tendency to multiply rural school's has greatly 
impaired the efficiency of the system. We need stronger 
schools with longer terms. * •* * The State can better 
afford, as respects cost and efficiency, to transport its chil- 
dren to one good school than to put an indifferent school 
near the door of every patron. * * * Some central 
authority should be established in each county to fix the 
number of schools under such limitations and regulations as 
the State Board of Education may prescribe. 



Nebraska. — We must enrich rural life and increase the ad- 
vantages of the farmer and his family in order to counteract 
the flow of humanity from country to city. A census bulletin 
issued last year states that the percentage of population of the 
United States in cities of 8,000 or more inhabitants has stead- 
ily increased each decade. It was 3.4 per cent, in 1790, 12.5 
per cent, in 1850, 22.6 per cent, in 1880, 29.2 per cent, in 
i 890, and 33.1 per cent, in 1900. The percentage of our popu- 
lation that lived in cities of 4,000 or more inhabitants in 1880 



15 

was 25.8; in 1890, 32.9; arid in 1900, 37.3. These figures are 
significant. They mean that from 1880 to 1890 seven persons 
in every one hundred of our population moved from country 
or village to city and none moved back. From 1890 to 1900 
four or five persons in every one hundred moved from country 
or village to city and none moved back. What shall we do to 
be saved from our great cities? Shall we permit the. decay and 
destruction of our pure country life, or shall we endeavor to 
bring some of the great comforts and conveniences and advan- 
tages' of city life into the country? — State Supt. W. K. Fowler. 



Tennessee. — Knox County. — "One of the school districts of 
Knox County, Tenn., is now attracting much attention as the 
seat of an attempt to establish a model rural-industrial school 
in which instruction will be given in both indoor and outdoor 
manual training. The people of this district are intelligent 
citizens, and are dissatisfied with the schools now in operation 
in their district, of which there are nine for white pupils and 
two for colored. The average compensation for teachers has 
been $32 a month. The people of the district have determined 
to unite the nine white schools in one efficient central school, 
and for this purpose have raised $5,000." 



North Carolina. — From Supt. J. Y. Joyner's Annual Report. 
— 1. Large number of districts, small'area of each district, an J 
small number of children in each district: 5,370 white and 
2,346 colored school districts; inhabitable area of State, 48,000 
square miles; average size of white school district, 8.9 square 
miles; average number of white children per district, 84; 
average number in 1902, only 73; average number of colored 
children to district, 93; average number in 1902, only 82. 

2. Rapid increase in number of districts until 1902: 47 per 
cent, of all white school districts and 44 per cent, of all colored 
school districts contain less than 65 children of school age — the 
minimum alloweu by law except for sparsity of population or 
geographical barriers, such as screams, swamps, mountains, etc. 
In reports of all white teachers of two entire townships, in town- 
s-hip meetings recently attended uy the State Superintendent in 
one of the most level counties of the State, practically free 
from geographical barriers, only one teacher reported a census 
school population of 65 — the minimum fixed by law. In these 
townships there was a little one-room box of a school house 
for every mile or two of the public highway, notwithstanding 
the law which has for years forbidden building of a new school 
house within three miles of another. 

3. Some natural results of this multiplicity of small districts 



i6 

and schools: From 1874 to 1902 the State and county school 
tax had been increased from 6y± to 18 cents on $100 of prop- 
erty, the total school fund had been more than quadrupled, 
and yet a special State appropriation of $200,000 was- neces- 
sary in 1901 and since, to give even a four-month school term 
in all public schools. During the quarter of a century before 
this appropriation was made the public school term had been 
increased in length less than three weeks, and the average 
salary of the public school teacher had been increased not 
one cent. Fifty-nine per cent, of all the districts needing aid 
from this special appropriation for this purpose were smaii 
districts containing less than 65 children of school age, many 
of them containing only from 20 to 30, and some not more 
than 10 or 15. 



South Carolina. — From 1905 Annual Report. — Consolida- 
tion lies at the very basis of the modern public school. There 
way perhaps a time when the small private school or the tutor 
in the home was thought to be the ideal educational system, 
and the free school was considered only a necessary make- 
snift for those too poor to provide for their children the more 
excellent and exclusive private institution. The present public 
school is a recognition of the simple principle that all the 
people working together can bring greater good to each indi- 
vidual than any man can secure working for himself alone. 
The social combinations by which men further their mutual 
well-being may be so large that the individual is lost in com- 
plexity of the machine or they may be too small to produce 
results. South Carolina rural schools have exemplified the lat- 
ter fault. We have in this State at least two thousand schools 
each taught by a single teacher. Under a lax system of super- 
vision it has been easy to divide* districts and to establish 
.small scnools on flimsy excuses. As a result of this' division 
of energy and effort the school house is unprepossessing, com- 
fortless and poorly adapted to its purposes, the school term is 
short, the teach is poorly trained and more poorly paid, the 
enrollment is small and the percentage of attendance is low. 
There is nothing connected with the school of which the 
community may feel justly proud; it is looked upon as a sort 
of traditional necessary evil qnd children and parents are 
often relieved when the short term is over. A school may be 
too large to secure the greatest development of the individual; 
it may be too small to be efficient or interesting. In the ordi- 
nary rural community conditions are ideal for the development 
of the golden mean. A school with from ten to twenty pupils 
requires the same building, the same repairs, the same charts. 
maps, supplies and equipment as the school of forty pupils. 



l 7 

Under standard conditions the twenty pupils will be scattered 
through all grades of advancement, and effective classification 
will require the same recitation per day as the larger number. 
The good teacher can secure better results from an ungraded 
school of forty pupils than from one of twenty. — Prof. W. K. 
Tate. 



Iowa. — From 1905 Annual Report. — From reports recently 
received from secretaries of the rural schools of the State, it 
is shown that last year 65 in every 100 of our rural schools 
had an average daily attendance during the fall term of 15 or 
less; 62 in every 100 had a like small attendance during the 
winter term, and 69 in every 100 had a like small attendance 
during the spring term. 

Or, if we take the number of schools where the average 
daily attendance was more than 20, we find that during the 
fall term it was but 15 per cent.; during the winter term 16 
per cent., and during the spring term 12 per cent, of the .whole. 
These figures are based on reports received from 10,019 out ot 
a total of 12,521 rural districts. 

Or looked at in another way, we find the total number ot 
persons between the ages of five and twenty-one years in the 
12,521 rural districts of the State to be 382,200, or an average 
of 30.6 for each school corporation employing but one teacher, 
while in corporations where a graded school is maintained the 
number of persons between the ages of five and twenty-one 
years aggregates 341,166, or an average of 47.2 for each teacher 
employed in these corporations. 

But these figures do not tell the full story of the inequality, 
for it must be remembered that nearly ten thousand country 
boys and girls included in the country enumeration are en- 
rolled in the graded schools as tuition pupils, besides many 
more in the academies and the preparatory departments ot 
colleges. It follows, therefore, that the percentage of en- 
rollment is greater in the graded than the ungraded school, 
and we know the attendance is much more regular. We assign 
to the graded school teacher, on the average, very nearly 
double the number of pupils assigned to the teacher in the 
country school. The trouble is further aggravated from the- 
fact that, as a rule, the very small school suffers in interest 
and enthusiasm, and in consequence the percentage of attend- 
ance is abnormally low. 

Again, the country school suffers in comparison with the 
average graded school in the matter of equipment. Globe, 
dictionary, wall maps and a liberal supply of supplementary 
reading books are seldom missing from the graded school- 



i8 

and seldom found in the ungraded school. The school-nous^ 

itself is often neglected and the schoolroom uninviting. — 
Btate Supt. J no. F. Riggs. 



Missouri. — Annual Report, 1905. — "It seems incomprehen- 
sible that there should he 47 teachers who work for less than 
$100. This means that about one per cent, of the teachers in 
rural schools teach for four months in the year and receive 

less than $25 per month." 



TEACHERS AVAILABLE FOR RURAL SCHOOLS. 

Iowa. — Annual Report, 1905. — But the rural school suffers 
more from inexperienced and poorly prepared teachers than 
any other one cause. Last year 3,479 certificates were issued 
in Iowa to persons who have never taught. Out of a total of 
22.845 certificates issued by county superintendents, but 3,321 
were first-class certificates. Now it is the very common prac- 
tice with school boards in our larger towns and cities to re- 
quire as one of the conditions of election that the applicant 
hold a first-class certificate, and that she show successful ex- 
perience as a teacher. 

Out of a total of 3,974 teachers employed last year in IS* 
towns and cities of Iowa, all but 82 were experienced teachers. 
Five hundred and four were graduates of some State normal 
school; 719 were college or university graduates, and 2,269 
were graduates of some academy or private normal school or 
of a high school maintaining a four-year course. In addition 
to these teachers employed in the larger towns, there were as 
many more employed in the other graded schools of the State. 
A small, yet large per cent, of these Also were, no doubt, 
trained and experienced teachers. Where were the 19,524 
holders of second-grade and third-grade certificates, 3,479 or 
them without experience? Most of them were employed in 
the country schools. 

And, then, our country boys and girls are not offered school 
privileges for so many months in the year as is common in the 
towns and cities. Of the 770 schools in Iowa employing two 
or more teachers, 31 were in session last year over nine 
months, 630 were in session nine months, and 109 were in ses- 
sion less than nine months. But in the country discricts, out 
of a total of 10,019 reporting, 1,599 schools were in session 
last year seven months or less, and of this number 469 were 
in session but six months; 6,46z were in session more than 
seven months and less than nine, and but 1,958 were in session 
nine months. That is to say 87 per cent, of the graded schools 



19 

of Iowa were in session nine months or over, and 19 per cenl. 
of the country schools were in session nine months, and none 
for a longer period. 



Vehmont. — Report, 1906. — The chief weakness of the small 
school is the quality of the teachers employed. In 1846, 
Superintendent Horace Eaton, in urging the abandonment of 
the sparsely populated school districts, remarked as follows: 
"Small districts are said, and truly so, to be the paradise of 
ignorant teachers. But this class of beings is not so valu- 
able and useful that we need feel' any compunction in breaking 
ap their haunts and desolating t.-eir 'pleasant places ' " If the 
closing of the small school was advisable sixty years ago, 
under conditions then existing, the reasons theretor are many 
times stronger to-day. 

Four influences operate against the employment of com- 
petent teachers for the small schools: 

Although the salaries of teachers have risen with 
the cost of living and higher demand of society; never- 
theless, this increase is more applicable to teachers' wages in 
cities, villages and wealthy towns than in the rural schools. 
As the rural schools have decreased in size, school boards have 
felt less and less inclined to retain teachers who demand even 
the average in the scale of wages, so that to-day there is a 
grave disparity between the wages of the teachers of the rural 
schools and those of the graded schools. Consequently, in 
these days of larger administration, ot greater demand for 
trained and experienced teachers in graded schools, and ot 
facilities afforded teachers for knowledge of better opportuni- 
ties, it is impossible to secure for the remote rural schools 
trained and competent teachers unless family or other reasons 
prevail. On account of the low salaries paid, teaching in the 
rural schools is a makeshift occupation and not a profession. 
This is evidenced by the lack of appreciation and patronage 
upon summer schools for teachers, which were established and 
maintained especially for the rural school teachers. On account 
of the small attendance and the unprofitableness to the State, 
il seems advisable to discontinue these agencies for education- 
al improvement. 

The average salary of lady teachers in Vermont in 1846 
was $1.20 per week and board; to-day, in the graded schools, 
it is more than $10 per week, and in the small rural schools it 
is about $6.50, not including board. 



Ohio. — Bulletin on Consolidation, 1906. — The fact that 
wages for rural school teachers are not equal in purchasing 



power to what they have been for thirty years, the age limit 
at which certificates may be granted, a better intellectual 
qualification, the short time positions may be retained, the in- 
creasing demands of public sentiment as to dress and social 
duties, the refusal of the law and medical colleges to accept 
teachers' certificates offered to meet entrance requirements, 
and the lack of proper organization and careful supervision, 
have all had a tendency to lessen the number seeking posi- 
tions in rural schools. Not t^e raising of the standard ot 
teachers' examinations and the increased demand for better 
training, but small remuneration, insecurity of the positions,, 
and the never-enuing meddling of those not directly interested 
in the schools have rendered rural schools less desirable to 
those whose services should be commanded by such communi- 
ties. A few rural schools in our State were unable to open 
last fall because no teachers could be secured. 

Ohio. — Winneoago County (Supt. 0. J. Kern.) — *Pay ot 
country teachers contrasted with that of janitors of city school 
buildings: 

SALARIES OF SCHOOL JANITORS, CITY OF ROCKFORD. 

Name. Amount. Name. Amount. 

Lincoln $ 550.00 Henry Freeman $590.00 

Hall 590.00 Brown 550.00 

Kent 550.00 Montague 445.00 

Garrison 445.00 Church 550.00 

Kishwaukee 590.00 Wight 550.00 

Nelson 320.00 Marsh 320.00 

Blake 445.00 Haskell 320.00 

Ellis 320.00 Turner 590.00 

High School 1,170.00 

*"The highest salary now paid a country school teacher in 
Winnebago county is $45 per month, and only three or four 
teachers get that. The lowest salary is between $30 and $36 
for a school year of eight months. If a country t?acher 
should receive $40 per month for a school year of eight months, 
that would make a yearly wage of $320, the same yearly wage 
that the city of Rockford pays a janitor to take care of a four- 
room building." 



21 



HIGHEST AND LOWEST SALARY IN WINNEBAGO COUXTY, 1895-1904. 
PER MONTH. 

Highest Salary Paid Any Lowest Salary Paid Any 

Teacher. Teacher. 

Winnebago Co. Winnebago. Co. 

Year 

1895 

1S96 

1897 

1398 

1899 

1900 ; . . 

1901 

1902 

1S03 

1904 



Male 


Female 


Year 


$125 


$50 


I8y5 


125 


50 


1896 


125 


50 


1897 


111 


50 


1898 


100 


55 


1899 


105 


55 


1900 


105 


50 


1901 


100 


50 


1902 


111 


55 


1903 


111 


55 


1904 



Male Female 


$25 


$20 


20 


18 


23 


18 


22 


20 


25 


20 


25 


20 


25 


20 


25 


20 


25 


20 


25 


20 



This points a moral if it does not adorn the tale. 



Nebraska. — Report, 1904, Supt. W. K. Fowler. — The ideal 
plan contemplates the discontinuance of the small schools 
within a given area, say a congressional township, and the 
maintenance of one graded school instead at some point near 
the center of the township. To illustrate: Suppose a township 
to be divided into nine rural school districts, each comprising 
four square miles of territory, with a low assessed valuation, 
a high tax levy, a small, neglected and dilapidated frame school 
house varying from 16x24 feet to 24x30 feet, with three win- 
dows on each side and one window and a door in one end, a 
stove, and without basement and interior closets. This school 
house, if located at the center of this school district of four 
square miles, will be two miles by section line roads from the 
nomes at the corners of the district. School is maintained 
six, seven or eight months during the year, under the juris- 
diction of a board of three trustees, and in our busy western 
section of the country, is usually taught by a young woman 
under twenty-one years of age, who is paid $30 a month for 
teaching, or "keeping" school, building fires and "sweeping 
out." In this school we may find an average daily attendance 
of sixteeri pupils, a high estimate, by the way, representing all 
ages, from five to twenty years, all grades from the primary to 
the high school, and occasionally with two or three high 
school branches crowded in, and from thirty to forty recitations 
daily. The attendance is irregular and spasmodic, and tar- 
diness is often the rule, children continuing to arrive until 
ten o'clock. Pupils are "put back" term after term by the 
"new" teacher, as records are usually destroyed or lost. Ap- 
paratus is either unknown or out of date, blackboard scanty 
and furniture rackety. This is the good old-fashioned "dee- 



22 

strick skool" taught by the new woman of twenty who nas 
succeeded and supplanted the old man of forty — and of forty 
years ago! 



Missouri. — Annual Report, 1905. — To the teachers we must 
make appeal. They must strive constantly for the highest. Wt: 
fear that for many the goal is license and employment. In 
recent years in Missouri summer schools have brought thou- 
sands into continuing their preparation after they have taught 
several terms. This is- encouraging, but considering that 
there are 17,500 public school teachers in Missouri, recognizing 
that more than half of these have made scarcely any prepara- 
tion, either academic or professional, and, considering that 
twenty-five per cent, of them expect to discontinue teaching 
at the end of the term of school in which they are now en- 
gaged, it is not so encouraging after all. This point cannot be 
too strongly emphasized. Perhaps half of the 17,500 teachers 
are doing all that should be reasonably expected of them, but 
what shall we say of the other half? 



WHAT THE COUNTRY TEACHER OP THE SOUTH IS PAID. 



>> o e6 ^ 

6 o « >! * 

all si 

S-s* si 

CD C3 S-< P fl 

(> EC +J £ -U 

< H 

Virginia $30.00* 115* 

North Carolina 29.05 S5 

South Carolina 25.00 109 

Georgia ... 27.43 104 

Plorida 35.90* 108* 

Alabama 35.00 110 

Mississippi 33.85 110 

Louisiana 35.00* 110* 

Texas 45.12 102 

Arkansas 35.00* 80 

Tennessee 33.00 103 



■S ca 




g >- 




+J ^ CD 




5 ^-6 




? -° 




2 ixo 




S rt a 




*#-a 




a & & 




60s, "? 




5 s cd bfi 


p 


■ S ^ g 


rt 


> +- ■" 


CD 


«j 


>h 


$172.50 


1902-03 


123.46 


1903-04 


136.25 


1903-04 


142.64 


1903 


189.00 


1903-04 


192.50 


1903-04 


186.18 


1902-03 


192.50 


1902-03 


230.11 


1903-04 


140.00 


1903-04 


158.40 


1903-04 



*Estimated for country schools. 



PRACTICAL EXPERIENCE WITH CONSOLIDATION 
IN LOUISIANA AND OTHER STATES. 

Consolidation of school districts, and the transportation ol 
pupils, is operative to a greater or less- degree in the following 
States : 

California, Connecticut, Florida, Georgia, Hawaii, Indiana, 
Iowa, Kansas, Louisiana, Maine, Massachusetts, Michigan, Min- 
nesota, Missouri, Nebraska, New Jersey, New York, North 
Carolina, North Dakota, Ohio, Pennsylvania, Rhode Island 
South Dakota, Texas, Vermont, Wisconsin, Illinois, South Da- 
kota, Oregon, Oklahoma, Utah, Wyoming, South Carolina,; 
and in the five provinces of the Dominion of Canada under 
the Macdonald plan. 

The following information relative to the work of consoli- 
dation in some of these States has been compiled from inform- 
ation received from various sources: 

Arizona. — ''There has never been any concerted action iu 
Arizona in the matter of consolidation of rural schools; we have 
such a sparsely settled country and the districts being in many 
instances several miles apart, the consolidation idea cannot be 
satisfactorily worked to any extent. When the poulation has 
become more dense, there will be closer relations between 
districts and the plan of consolidation may be more seriously 
considered." 

California. — "There was a measure enacted at the recent 
session of the legislature (Assembly Bill No. 532). As yet it 
is only an experiment in California, but I anticipate good re- 
sults from it when it shall have been tried. Of course, I do 
not think it adapted to many sections of our State; only to 
those portions where there are good roads and well populated 
communities." 

Kansas. — "We have in the State of Kansas twelve or foui- 
teen districts that could be rightly called consolidated districts. 
These districts all have very satisfactory schools and provide 
for the transportation of the pupils at public expense. 

"We find the best results come from the consolidation ot 
rural districts, instead of ^consolidating rural and town dis- 
tricts, due to the ever-existing jealousy that maintains between 
the town and the rural district. 

"We find that the transportation distance should not be over 
five miles, unless the roads are very good and easily trav- 
eled. Within a radius of five miles, however, transportation 
is a problem easily solved." — State Superintendent Dahoff. 



24 

Wyoming. — The Wheatland district in this State is the only 
district that has employed these methods, and they evidently 
find it very successful. Several other districts are contemplat- 
ing the consolidation of schools, but have not yet commenced. 

Indiana. — "From a report recently issued by State Superin- 
tendent Fassett A. Cotton, of Indiana, it is shown that 783 
district schools have been abandoned in that State, and 5,396 
children transported to central schools. For this service 378 
teams are required, at an average cost of $1.60 per day, or $32 
per school month." 

Minnesota. — "Pupils were transported in 1904 in nine coun- 
ties, covering eleven districts. The results are reported to 
prove- generally satisfactory. 

"It is safe to say that no other single educational question 
of organization and administration has been given equal con- 
sideration with centralization of rural schools during 
rhe past five years. Stated simply, the question is 
whether or ont it would be better to unite small, 
single-room, isolated country schools, into graded schools, 
and to carry the children to and from the latter at public 
expense. It is conceded by the State and county superin- 
tendents' and other administrative school officers everywhere 
that the most rational solution of the country school problem 
'ies in thus combining these small isolated school units into 
larger ones, and transporting the children." 

Iowa.— "For the year ending September, 1904, tnirty-five 
counties had consolidated in some form. In eighteen coun- 
ties the consolidation was designed to be permanent, while in 
seventeen it was undertaken as a temporary expedient. In all 
there were fifty-three permanently consolidated schools re- 
ported, and of these eighteen were consolidated within the 
year. In addition to the permanently consolidated schools, 
eighty schools were temporarily closed for the year. 

"Eight hundred and fifty-nine children were transported at 
public expense, and the aggregate amount paid for transporta- 
tion of pupils was $14,321.65:" 

Michigan. — "A careful study of the facts will show that tho 
certralizing of two, three, or four districts is a perfectly feas- 
ible proposition, which makes possible the establishment of at 
least a two-room school in such consolidated district. The 
Grand Blanc school has an eleven-grade course of study and ad- 
ditional districts are considering the proposition of uniting 
with this district. The figures here given are presented for the 
consideration of our people in Michigan, and from actual 
Michigan school work, and all who are interested in the matter 
may visit these places and determine for themselves the actual 
conditions. As Commissioner Johnson has said, it is not neces- 



25 

sary for us to go to Ohio or Indiana to study this question. 
We have it right at hand for our consideration." 

Florida. — "Consolidation has been established in seventeen 
out of forty-four counties, and many more are favorable to 
it." 

South Dakota. — "So far as this department has been able 
to learn, the work attained in such schools has been superior 
to the single district system and has been a saving to the peo- 
ple of about one-fourth. The attendance also has been better. 
Especially is this true of students of the higher grades." 

Texas. — "Very little has been done in this State in the 
way of consolidating rural schools. There are perhaps one or 
two counties which have during the past year to some ex- 
tent tried the consolidation plan, but these few cases have not 
been sufficient for a test. I have in public addresses- and in 
letters from the department encouraged the consolidation ot 
schools. I hope Texas will soon appreciate the advantages ot 
the consolidation plan." 

Utah. — "Consolidation is being effected in many of our 
counties, however, on a small scale. The central school is 
steadily increasing in numbers. Again, Utah's rural districts 
are somewhat different from the rural districts of most 
States. Towns have sprung up at the mouths of canyon 
streams. There the people Tive, wTiiTe'tTTe farms are from one 
to ten miles from their homes." 

Vermont. — "Vermont is making some progress in the matter 
ot consolidation of rural schools; 7,651 pupils are conveyed 
*o and from school at an expense of $36,000 per term. The 
hilly nature of the State is a very grave difficulty' in the exten- 
sion of this movement. The people of Vermont are always 
conservative and make assured, though moderate, progress." 

North Dakota. — "Consolidation has been tried in nine of the 
counties in this State, and the reports which we have on file 
indicate that this plan is entirely satisfactory and a great im 
provement over the old system." 

"Oklahoma. — "We are just beginning the plan in Oklahoma. 
It is being discussed in every county. We are having trouble, 
however, because most of the districts have bonded and cannot 
lose their identity." 

Oregon. — "We are crowding the consolidation idea and are 
meeting with very much encouragement. It takes time to over- 
come the inertia of long-settled customs, and so we will not 
be at all discouraged if the movement advances slowly.- I am par 
ticularly anxious that no districts do consolidate unless they 
make a success of it. We find the best way to get it before the 
people is to present it in mass meeting and have before the 
people maps showing the boundaries of the districts, roads, 
residences, etc." 



26 

Georgia. — "Consolidation has gradually been going on in tnis 
State. In most cases they have proceeded very slo.wly in the 
matter and have obtained good results." 

Ohio. — "First. We have nine cases of the consolidation or 
two districts. 

"Second. We have four cases where three or more districts 
have been consolidated. These are found in Charlevoix, Gen- 
esee, and Kalamazoo counties. 

"Third. There are 174 rural districts in the State having 
two departments and two teachers. There are thirty rurai 
districts having three departments- and three teachers. 

"Fourth. In twenty different counties people have been 
making plans for the consolidation of districts during the fall 
of 1905, and we have three counties in which the question of a 
township or rural high school is under consideration. 

Thus it will be seen that our people have already energetic- 
ally considered this matter and are taking steps in the right 
direction." 

Australia. — In the Province of Victoria, Australia, "158 
schools were closed by the plan of consolidation, and after de- 
ducting the cost of conveyance, the saving amounted to $50,000 
per annum. The Minister. says that it is a marked success and 
that if one feature as to its working stands out more promin- 
ently than another it is the remarkable regularity in attend- 
ance of the children conveyed. 

"Under the system of conveyance 241 schools have been 
closed. The saving in closed schools amounts to about £14,170 
(over $70,00Q) per annum. The attendance is so regular and 
the system so popular that applications are constantly made 
for its extension." 

Hon. Wm. T. Harris, Commissioner of Education, says: — 
"It has been frequently demonstrated and generally con- 
ceded that it would be better, both on economical and pedagog- 
ical grounds, to unite the many small and weak schools of a 
township, dispersed over a large extent of territory, into a 
few strong, well-equipped and well-conducted graded schools 
located at convenient points." 

The following from Horace Mann, voices a common senti- 
ment, touching the proper geographical unit of school terri- 
tory. He said, "I consider the law of 1789 authorizing towns 
(townships) to divide themselves into districts the most unfor- 
tunate law on the subject of common schools ever enacted in 
the state." (10th Report Sec'y, Board of Education for Mass., 
p. 130.) 

Dr. F. H. Rankin, Superintendent of College Extension, 
University' of Illinois, says: — "The plan of centralization 
offers equal advantages to all the children of the township. 



27 

It permits a better grading of the schools and classification ot 
the pupils-. It affords an opportunity for thorough work by 
adding more weeks of schooling and the addition of higher 
grades of study. Fewer but better and more capable teachers 
will be employed and retained, and besides it brings the stimu- 
lating influence of larger classes with the spirit of emulation 
incident thereto. Small schools cannot have the vitalizing force 
that comes from large numbers. Children who are transported 
in comfortable wagons are not exposed to the rigors of inclem- 
ent weather. Tardiness and absence are almost unknown. The 
parents become more deeply interested in the schools. It results 
in better school buildings, better sanitary conditions, better 
equipment, and all of this at a less aggregate expense than un- 
der the small district plan. 

"While the centralization plan is not perfection, nor will it 
cure all the ills with which our educational system is affected, 
yet it is certainly an improvement over the old method ana 
it has substantial advantages that will more than repay the 
expense and inconvenience incident to the reorganization. 
Better means of education, better training and stronger char- 
acters^these possibilities must appeal to every public spirited 
citizen of any community." 

Massachusetts. — In the year 1893 Seymour Rockwell, the 
veteran, school committeeman of Montague, Mass., said: "For 
eighteen years we have had the best attendance from the trans- 
ported children; no more sickness among them, and no more 
accidents. The children like the plan exceedingly. We have 
. saved the town at least six hundred dollars a year." 

In Massachusetts, in response to a circular of inquiry, "60 
per cent, of the town report the cost as less, but the results 
better; 15 per cent, cost the same, but the results better; » 
per cent, cost more, but results better; 8 per cent, cost more, 
but results' not stated; 8 per cent, cost less, but results not 
stated." 

To quote from Secretary Hill, of the Massachusetts School 
Eoard: "The money saved by consolidation pays largely, if not 
fully, for the transportation, the better school room, the bet- 
ter equipment, the better salaries, the greater efficiency." 

North Carolina.— During the year ending June 30, 1902, 
there was a decrease of 179 in the rural districts in Nortn 
Carolina from July 1. 1902, to June 30, 1903, the number of 
white school districts was reduced from 5,653 to 5,370. — a de- 
crease of 283 white districts during that school year; during 
the same year there was a decrease of 95 colored school dis- 
tricts, making a total decrease of 378. This represents a con- 
solidation of at least 600 white and 200 colored districts in 
one year. In two years the total number of districts, white and 



28 

colored, has been decreased 557, representing a consolidation of 
at least 1,200 small districts. — State Superintendent J. Y. 
Joyner. 

South Carolina. — 

Number of Districts Consolidated, 1905. 

Before After 

Consolidation. Consolidation. 

Enrollment 102 203 

Average daily attendance 60 182 

Number of teachers 1 in each. 4 

Average monthly salary of teachers. . $27.50 Supt. $75. 

3 teachers 
$30 each. 

Value of schoolhouse $50 each. $1,200 

Value of equipment $30 each. $400 

Amount of funds raised by local taxation $600 

Length of school term 4 months. 8 months. 

Distance of farthest child from school. . l 1 ^ miles. 2~y 2 miles*. 
Distance of majority of children from 

school 1 mile. 1% miles. 

Number of children more than two miles 

from school 20 

Louisiana. — The Eureka Central School has been organized 
to meet thf> growing demands of our school system. During 
last session, at the Eureka School and at several neighboring 
schools, there were a number of pupils sufficiently advanced to 
warrant the establishment of a school of high grade. It is 
much desired that more time be devoted to these advanced 
pupils than the teacher in a rural school can devote. The 
Central School at Brusly Landing is established to accommo- 
date all pupils in the sixth and high grades, from Eureka, 
Babin, Excelsior and Phcenix Schools. Pupils from other 
schools or other parts of the parish, desiring to take advan- 
tage of the opportunities offered at the Central School are 
urged to attend. Mr. Bres and Miss Vaughan will devote 
their entire time to teaching pupils in the sixth, seventh and 
eighth grades, and those pupils prepared to do high school 
work. 

The primary department at Eureka will continue, as here- 
tofore, for pupils graded as high as fifth grade and lower. The 
Babin, Excelsior, and Phcenix Schools will continue as pri- 
mary schools, the course of study extending only through the 
fifth grade. Pupils advanced beyond the fifth grade will not 
be received at the last named three schools. By this plan, 
each child, whatever its age, will be taught by a competent, 
thoroughly qualified teacher, and such teaching is bound to be 
very effective. Again, the fact that there will be no advanced 
pupils in the primary school to require attention from the 
teacher, will enable her to devote full time to the younger ones. 



29 

This change is made with the single purpose of benefiting 
the pupils themselves. The location selected is Eureka, he- 
cause the Eureka house is most centrally located, and because 
the Eureka house is larger than any other, and is divided into 
three rooms. By this plan the pupils attending any of these 
four schools will receive more of the teacher's time than by 
the former plan. True, some of the pupils will have to walk 
a longer distance than formerly to go to school, but it wouia 
be impossible to give all- these advantages to every school in 
the parish. — Leo M. Favrot, Parish Superintendent, W. Baton 
Rouge Parish, Aug. 10, 1906. 

Louisiana. — 

Marksville, Louisiana, August 31, 1906. 
Snpt. J. B. Aswell, Baton Rouge, La.: 

Dear Sir — Complying with your request, I beg to report as 
follows upon the progress of consolidation of schools in Avoy- 
elles parish since September, 1906. 

Tn the First Ward two schools, each one and three-quarter 
miles from Vick P. 0., were consolidated with the Vick school, 
where a commodious two-room schoolhouse is now being erect- 
ed by means of a five mills tax voted in the district early this 
year. No child in the vicinity of Vick is now over two miles 
from a school. 

In the Second Ward, the Belleville school was consolidated 
with the Riddle school. Thus, out of two small schools, a 
large and well graded rural school has been formed. The Choc- 
taw school was also merged with the Laborde school with sim- 
ilar results. In the combined district, a five mills tax has 
just been voted for building purposes. 

One of the Third Ward schools, one and one-half miles from 
Mansura, was consolidated with the school at that place. A 
five mills tax was voted in the entire ward, a handsome two- 
room house erected at Hydropolis, and a high school building 
at Mansura, where it has been planned to transfer by convey- 
ance all the children of the ward excepting those of the Hy- 
dropolis district. 

In the Eighth Ward, the Joffrion school has been consoli- 
dated with the Moreauville school, where there is now a five- 
room schoolhouse and a large school supported in part by a 
five mills tax. 

The school at Indian Bayou in the Ninth Ward was consoi- 
dated last year with the Cottonport school, when a ten mills 
tax was voted in the entire district. 

Besides the white schools thus consolidated, eight negro 
schools were also united to other such schools, thus building 
up larger schools and diminishing the cost of their mainte- 
nance. 



3° 

On the subject of the transportation of pupils, the school 
board ordered at its last meeting that two conveyances, each 
of a capacity of twenty-five, be purchased, one for tne use ot 
pupils that have heretofore attended the Joffrion school and. 
that will now be transported to Moreauville; the other for the 
conveying to tne Mansura school of the pupils living in a 
newly developed part of the ward where there has never been 
a school established but where the demand for a school has 
been very urgent. 

The movement looking to the transportation of pupils in this 
parish is regarded very favorably by the public. I may add 
that it is the intention of the committee having in charge this 
work of transportation, not to pay over $25 per month for the 
operation of the conveyances. 
Very truly yours, 

V. L. Roy, 

Superintendent Avoyelles Parish. 



Louisiana. — Consolidation and Transportation in Lafay- 
ette Parish, '06. — (By Supt. L. J. Alleman.J — Like all new 
things, consolidation of schools and transportation of children 
at public expense was ridiculed and poo-poohed when first 
mentioned here five years ago. Even progressive school-men 
looked upon the innovation with suspicion and the School 
Board could not be prevailed upon to make the first test. 
Three years ago Dr. Moss and Mr. Alcide Judice in order to 
introduce transportation in the parish made this proposition 
to the Board: "We will buy the wagonette and you can make 
a test. If after making a fair test transportation proves a 
failure in Lafayette Parish the experiment will cost you noth- 
ing. If it is successful you may refund the price paid for the 
wagonette." This proposition was accepted, the test made, 
and needless to say Moss and Judice were not compelled to 
take back the first wagonette which did school service in 
Louisiana — perhaps the first in the South. Since that event- 
ful day in the development of educational matters in Lafay- 
ette, five other wagonettes have been purchased and are now 
doing service. In addition to this there are now petitions 
from communities for three wagonettes, and a monster peti- 
tion from an entire ward offering $400 to the Board in cash, 
and more if necessary, if the Board will abolish all schools ot 
the ward and build one central school, with transportation. 
If adopted this would make the second centralized school in 
Lafayette Parish. 

Our schoolhouses are, on an average, four and a half miles 
apart, making consolidation a rather slow process so far as 
uniting two schools already established are concerned. But 



3i 

the Board has adopted the policy of discouraging the estab- 
lishment of new schools by transporting children too far from 
school to walk. In each case the children are taken to the 
nearest strong school and they are never transferred to a 
school having fewer than two teachers. When once children 
have tasted of the sweets of a live, graded school in charge oi 
enthusiastic, wide-awake, trained teachers, things gst warm at 
home when papa and mamma suggest a return to the school 
near home in charge of one teacher. I can truthfully say that 
the children of the parish have done more to introduce con- 
solidation than all the addresses and literature together. 

The opening of the two classes of schools — town and rural — 
was so arranged as to enable and encourage children of rural 
districts to enroll in the town schools. Once enrolled they 
remained. Our town schools begin the session in September; 
the rural schools in January, making an interval of three 
months between the two, and giving r,he children of rural dis- 
tricts' ample time to enroll in the graded schools of the, 
towns. This plan has brought hundreds of rural students 
into the graded schools and has created an active demand not 
only for consolidation but for centralization, Two schools 
have already been consolidated and two will die a natural 
death this year, which with the six schools transferred instead 
of being built make a total of ten schools consolidated. 

(1) Our experience has taught us that the best way to in- 
rroduce consolidation, centralization, and transportation, is to 
create a demand for these things, and that it is never wise for 
the Board to force either on the community. 

(2) Consolidation with transportation is often cheaper, and 
always produces two to four times results. 

(3) It has increased the number in attendance and the per- 
centage of attendance. The children transported are the most 
regular in attendance. 

(4) Each transfer accommodates from 23 to 27 pupils. The 
Board furnishes the wagonettes; the driver furnishes his team 
and does the work for $25 per month. 

(5) Young children, especially girls, are protected from the 
time they leave their gates in the morning until they return 
in the afternoon. 

(6) There are two classes- of opposition, the man who has 
no children to send to school, and the philosopher who sits on 
the empty dry-goods box on the street corner. 

(7) The patrons of the wagonettes like the plan because 
they are in a position to judge of its merits. 

(8) The children transferred are in love with the plan ana 
always express their preference for transportation. 

(9) The children are taught by better teachers, who inspirf- 
them to nobler effort. 



32 

(10) They are transferred to graded schools and instead or 
naving four fifteen-minute recitations during the day the chil- 
dren have six thirty-minute recitations, or eight twenty-minute 
recitations — a very decided gain — it's simple. 

(11) They are never tardy. 

(12) Never exposed to rains, muddy roads and cold weather. 

(13) The only way to improve the rural school is to give 
the country child a school just as good as the one patronized 
by the city child. Who will dispute the right of the farmer's 
boy to such a school? 




TRANSPORTATION OF PUPILS IX LAFAYETTE PARISH, LA. 

(14) The cross-road gin, the cross-road sugarhouse and 
sawmill have long disappeared — they do not pay. In their 
siead we have the centralized gins, refineries, and sawmills. 
The cross-road school of one teacher and a dozen pupils does 
not pay. The sooner Louisiana discovers this fact and acts 
upon it, the better it will be for the children of the State. 
The principle involved is the same — greater results at a re- 
duced cost. Why not have business methods in the manage- 
ment of schools as well as of farms and factories? 

(15) We have some schools with partial consolidation only. 
Example: One wagonette transports to Lafayette 20 children, 
of fourth grade and above, from a school of two teachers and 
60 pupils. This school is 4y 2 miles- from Lafayette. A second 



33 



wagonette transports 25 small children from a distance of five 
miles to this rural school. 

(16) Since writing the above have received a request by 
telephone for an additional wagonette for the Carencro school. 
The request will be granted because the Lafayette Board is 
composed of business men. 

(17) It's the only way to introduce agriculture in the rural 
school where it belongs. It adds to the value of farms sur- 
rounding a centralized school. It prevents profanity, vulgar- 
ity and fighting in going to and coming from school. 




transportation of pupils ix lafayette parish, la. 

Louisiana. — 

, Minden, La., Sept. 10. 1904. 
Hon. J. B. Asiceil. State Superintendent of Education. Baton 
Rouge, La. 

My Dear Sir: In response to yours of recent date asking for 
a report with reference to the consolidation of schools' in this 
parish, in Ward One we consolidated two schools about three 
miles apart, running a wagon to convey children to the cen- 
trally located school. This school had a fine attendance dur- 
ing the last session with an average of about sixty-five schol- 
ars per month. * 

In Ward Two we combined two schools into one by voting a 
special tax and centrally locating the school. Here we also 
had a good average attendance with two teachers, while be- 



34 

fore consolidation the schools were sometimes closed for want 
of a monthly average. 

In AVard Three we have consolidated three schools, placing 
the central school at Hortman Station on the L. & A. Rail- 
road. It took two wagons to haul the children to this schoof. 
We had a good daily attendance for seven months. 

At the last meeting of the Board of School Directors we 
cippointed a committee to visit Ward Five and consolidate 
some of the schools of that ward. On last Friday this com- 
mittee met, with the Superintendent as chairman, and con- 
solidated six schools into four. Said four schools are in reach 
of all of the children in that part of the ward. 

We expect to keep this work up until we cut down a number 
of small schools, consolidating them into fewer and larger 
schools. 

Very respectfully, 

J. M. Davies, 
Superintendent, Webster Parish. 



COST OF CONSOLIDATION AND 
TRANSPORTATION. 

(Some Opinions and Statistics.) 

Illinois. — "The total cost of consolidation as compared with 
separate schools is variously reported as 'much less,' 'the same,' 
or 'it costs more but the schools are better.' " 

These all represent correspondingly different degrees and 
kinds of consolidation. The first refers to the closing of a 
small school of but few pupils and transporting them, often in 
a body, to a neighboring school able to receive them with no 
addition to the teaching force. In this case transportation and 
a nominal tuition are the only outlay, and there is saved one 
teacher and the cost of maintaining and heating a school house. 
The second case refers to a moderate consolidation in which 
several schools are combined, and graded, and in which fewer 
but better teachers are employed — better schools at no addi- 
tional expense. 

The third case refers to comparatively complete consolida- 
tion with a central building often costing $10,000.00 to $12,- 
0000.00, with three to five teachers and doing one or two years 
of high school work. 

Stated briefly, it means that consolidation will secure as 
good schools with much less outlay, or better schools with- the 
same outlay, as the patrons may desire. It also means that it 
r akes possible a far better school than can be provided other- 
wise for the country child unless he move to town, and it is 
the only known way of providing higher education for the 
country children within reach of their homes.— University of 
Illinois Bulletin. 

Illinois. — Continued.— 
Financial Statement of Seward School, Winnebago County. 
(From Supt. O. J. Kern's Report.) 

The consolidated school has been in operation only five 
months of last school year, closing July 1, 1904. From figures 
taken from township treasurer's books, the following state- 
ments show cost under old and new plans: 



36 



Old Plan With School Year of 8 Months — No High School. 



Dist 


No, Pupils 
Enrolled 
for Year 


Av Daily 
Attend- 
ance 
for Year 


Months 
Schools 


Total Expen- 
ditures for 
8 Months 


Total 
on Basis 
9 Months 


90 
91 


28 
41 


21 
23 


8 
8 


$372.80 
374.10 


$419.40 
420.86 


93 


20 
89 


14 
58 


8 


334.74 


376.58 


Totals 


$1,081.64 


$1,216.84 



Note by above report taken from Township Treasurer's 
Books that average daily attendance for year is only 58, which 
is 65 per cent of the total enrollment of 89 in three district 
schools. 



New Plan With School Year of 9 Months- 
School. 



-With High 



Expenditures and enrollment for 5 months, from February 
1, 1904, to July 1, 1904. On November 7, 1904, a fourth teacher 
was added to give more time for all grades, especially High 
School Subjects. Teachers are paid a better yearly wage. 
Principal gets $75 per month, while grade teachers get $40 
per month. Under old district plan average yearly wage was 
$35 per month. 



Dist. 
Consolidated 

No. 121 



Enroll- 
ment 
5 Months 

116 



Av. Daily 

Attendance 

5 Months 



Total 

Expendi- 
tures 

5 Months 

$842.50 



Total 

Expenditures 

on Basis of 

9 Months 

$1,516.50 



Note that average daily attendance was 88 of an enrollment 
of 116 or 76 per cent. This is low because of measles in 
school during months of February and March soon after school 
opened. 

The enrollment and daily attendance for October, 1904, was 
104 and 91 respectively. Thus the per cent of attendance for 
that month was 87V>. 



Table of Comparative Estimates on Basis of Nine Months. 



District 


Enroll- 
ment 
for Year 


Average 

Daily 

Attendance 


Cost 
Per Pupil 
on Enroll- 
ment 


Cost 

Per Pupil 

on Daily Av. 

Attendance 


$a { 90 

S § ,' 91 
&S ] 93 


28 
41 


21 
23 


$14.97 
10.65 


$19.97 
18.29 


20 


14 


18.83 


26.89 


Consolidated 


(5 mos.) 


(5 mos.) 






121 


116 


88 


13.07 


17.23 



Remember that the consolidated school has a High School 
Course. The teachers are paid better wages. Yet notice the 
cost per pupil in last two columns of above table. The average 



37 

daily attendance is a common unit to figure expense, that is, 
a day's ivork. See last column of above table. 

Building Tax on New House. 

But some opponents of Consolidation, doubtless want to know 
about tbe Enormous (?) tax to pay for the new building. 
Now the cost of new building with grounds of 3.6 acres should 
not count entirely against the new system. Besides, the first 
cost of a central building is much less than first cost of sep- 
arate buildings. A good district school building, equipped as 
it should be, will cost $1,200. On a basis of eight such schools 
to a township the total first cost is $9,600. The Seward build 
ing cost $6,000 and will hold all the children of Seward town- 
ship. 

The cost of Seward building and grounds was $7,000 in bonds 
drawing four per cent annual levies. That makes the annual 
payment of principal amount to $700 plus $280 interest first 
year, and interest decreasing each year, making a total of 
$980 for building tax. Suppose building tax was levied on lanrj 
alone, leaving out personal property and railroad, the annual 
tax levy would be as follows: 

Cost per Acre Annually for Building Tax. 







No. of 


Annual 




District. 


Sections. 


No. Acres. 


Payment. 


Tax per Acre. 


121 


12 


7,680 


$980 


121-2 cents 



77 is no exaggeration to claim the new school has added 
twelve and one-half cents to value of each acre in the district. 
Perhaps more than that. Go out there and ask farmers with 
children to send to school about selling their farms and mov- 
ing away. — Supt. O. J. Kern. 

Ohio. — As an example let us cite what consolidation has 
done for Madison township, Lake county, O. The per capita 
expense on the basis of enrollment has decreased from $16 to 
$10.50. and, on the basis of average daily attendance from 
$26.66 to $16.07. The total expense is about the same as under 
the old plan. More children have been able to attend school 
and to attend regularly. 

In Springfield township, Clark county, two small schools 
were consolidated with other schools. Prior to that time the 
per capita expense, on the basis of average daily attendance, 
was in 1900, $20.35; and in 1901, $19.54. In 1902 (the year 
transporting began), $19.08; in 1903 (two schools transported), 
$18.39. In 1904 the sub-district schools were reopened and 
immediately the per capita expense increased to $22.15. Thfl 
tax rate immediately increased from 6 mills to 8 mills on file 
dollar. 



38 

No one, after making even the slightest investigation, can 
deny the fact that more children, go to school more regularly 
than under the sub-district plan. The same money goes far- 
ther in producing an educated citizen than under the old plan. 
— University Bulletin. 

Indiana. — In La Grange County, Indiana, the transportation 
of 428 pupils in 29 hacks to 14 different schools' saved to the 
parish $6,734.74. It abandoned 38 schools, required 24 fewer 
teachers and saved $2,260.00 in fuel alone. 

Superintendent Jones, of Indiana, after an exhaustive study 
of the matter of cost, says, "Any school with an enrollment 
of fewer than twenty pupils* may be combined with a similar 
or larger school at no increased expense provided the dis- 
tance be not too great and the roads permit of easy and rapid 
transit." And he adds, "In general it may be said that any 
school in which the daily per capita cost exceeds fifteen cents 
may be consolidated with other schools- without increasing 
the expense." 

"As a solution to the rural school problem, the school at 
Royerton, Ind., is a fruitful field for study. Six districts, 
comprising an area of about eighteen square miles, have been 
combined into one. The union school is located at Royerton. 
Under the separate district plan seven teachers were employed 
— two at Royerton and one in each of the other districts. Now 
five are employed in the union school, a difference of two teach- 
ers resulting from the change. Three teachers are doing grade 
work, one does high school work, and one divides his time be- 
tween grade and high school work. Some little high school work 
was' given when there were but two teachers in the Royerton 
school, but no high school work was given in the district 
schools outside of the Royerton school. Under the separate 
district plan seven rooms were maintained. Now there are 
but four, and a small room used for recitations, which adds 
no expense. No additional buildings were needed at Royer- 
ton, due to the fact that there was an old building which had 
TiOt been used for several years. Thus there has been a saving 
in tuition by reducing the number of teachers. Not consid- 
ering the high school, four teachers do the work formerly 
done by seven teachers — a difference of three. The cost of 
fuel, supplies, and repairs for seven rooms has been reduced 
to the cost of four. There are 190 pupils enrolled 'in the school, 
129 of whom are conveyed from the abandoned schools — about 
two-thirds of the number enrolled in the union school. The 
daily expense for transportation is $8.75. The following will 
show the comparative cost of the two plans: 



39 

DISTRICT PLAN. 

Salaries for seven teachers for seven months $2,492 00 

Institute fee for seven institutes 124 60 

Fuel for seven rooms at $30 per room 210 00 

Supplies for seven rooms at $10 per room 70 0D 

Repairs at $20 per room 140 00 

Tot ' al $3,036 60 

CONSOLIDATED PLAN. 

Salaries for four teachers for seven months $1,442 00 

Institute fee for seven institutes 72 10 

Fuel for four rooms at $30 per room 120 00 

Supplies for four rooms at $10 per room 40 00 

Repairs' at $20 per room 80 00 

Total $1,754 10 

Transportation, at $8.87 per day 1,225 00 

Difference in favor of consolidation 57 50 



$3,036 60 

"The salaries shown in the above estimate are the actual 
salaries paid the teachers. Buildings are not included. There 
was no additional expense for buildings." 

Iowa. — "In 1894 the district township was- composed of six 
sub-districts, and required six buildings, six teachers, six sets 
of apparatus — in fact all of the equipment necessary for one 
district was required by each of the others. 

"The secretary's report of that township for the year ending 
September, 1894, (before consolidation) shows that during 
the year the schools were in session six months and the aver- 
age daily attendance for the entire district township was 
ninety. 

"For the year ending September, 1900, (after consolidation) 
eight teachers were employed for nine months, and the aver- 
age daily attendance was 290. Estimating the average cost 
of tuition per. month per pupil upon the total expenditures for 
school purposes, we find it to have been $5.03 in 1894, under 
the plan of separate schools, while in 1900 (tinder consolida- 
tion) it was $2.31." 

Lloyd Township, Dickinson County. — This school is now in 
its fourth year under the consolidated organization. For pur- 
poses of comparison, I give the following averages for the 
last three years under the old district plan and the first three 
years under consolidation. 



4Q 

For the years 1899, 1900 ar.d 1901, the 

Average enrollment per year 155 

Average daily attendance per year 78 

Average paid teachers per year $1,510.00 

Average paid for fuel, janitor service and repairs. 438.85 

Average number of months per year 7 

Average compensation of teachers per mo., males. 30.3a 

Average compensation of teachers per mo., females 30.50 

For the years 1902, 1903 and 1904, the 

Average enrollment per year 192 

Average daily attendance per year 118 

Average paid teachers per year. . . '. $1,579.00 

Average paid for fuel, janitor service and repairs 277.00 

Average number of months per year 8 

Average compensation of teachers per mo., males 76.66 

Average compensation of teachers per mo., females 40.00 

The average cost of tuition per pupil per month for the last 
three years under the district plan (based on the amount paid 
teachers plus amount paid for fuel and janitor service) was 
$3.57. The average cost of tuition per pupil per month for 
the first three years under consolidation (assuming that the 
cost for transportation has been uniformly $254 per month — 
the amount now paid), was $4.12. 

While the consolidated school is costing the people more 
money in the aggregate, they are getting far more for their 
money. The school year has been increased one month, the 
average daily attendance has increased 51 per cent, the school 
is well classified, two grades of high school work are. offered, 
trained teachers' are employed, and the pupils are all inter- 
ested in their work. 

I visited this school, unannounced, on the 11th day of Jan- 
uary, 1905. The weather was severe and a storm was raging. 
One hundred and twenty-four pupils were in their places, 
eighty-five of them from the country and thirty-nine from the 
village of Terril. The work of the pupils was as good as is 
usually found in city schools. Most of the teaching was ex- 
cellent. The principal receives this year $80 per month, and 
the grade teachers $45 each per month. Among the songs the 
children sang during the opening exercises was one entitled 
'Uncle Sam is Rich Enough to Send Us All to School," and 
they sang with "the spirit and understanding." 

The cost per month of maintaining the Lloyd Township 
school at present is 

Teachers' salaries $215 

Transportation (seven teams) 254 

Fuel and janitor service (estimated) 25 

Total $494 



4i 

The assessed valuation of the property in the township is 
$280,000. On the present basis of cost the levy for teachers' 
and contingent funds combined would be 14 mills. 

Massachusetts. — 

Table Showing the Total Expenditure for the Conveyance 
of Children for the Past Ten Years in Massachusetts. 

Expended for 

Years Conveyance Increase 

1891-1892 $38,726.07 $ 8,077.39 

1892-1893 50,590.41 11,844.34 

1893-1894 63,617.98 13,027.57 

1894-1895 76,608.29 12,990.31 

1895-1896 91,136.11 14,527.82 

1896-1897 105,317.13 14,181.02 

1897-1898 123,032.41 17,715.28 

1S98-1899 127,409.22 4,376.81 

1899-1900 141,753.84 14,344.62 

1900-1901 151,773.47 10,019.63 

Connecticut. — Connecticut, in 1899, transported 849 children. 
They are mostly conveyed the whole distance; some gather at 
the old school house or at some convenient point from where 
the team starts. The attendance was good in all cases where 
transportation of pupils had been provided. The expense is 
less than the cost of maintaining school; one town expending 
$292 effected a saving of $300 per year. According to the 
report, transportation is a success. 

Florida. — Duval county, Florida, transported 176 pupils at 
$303 per month, having closed fourteen schools. The saving 
was $42 per month, and the school work was very much im- 
proved. 

North Dakota. — A comparison of expenses in the Logan 
school district, under the present system, with that of the 
old system, shows a considerable saving in favor of the new, 
particularly noticeable in teachers' wages, fuel and other in- 
cidental expenses. Under the old system four teachers re- 
ceived at least $170 per month; the two teachers now em- 
ployed receive $110 per month. This represents a saving ot 
about $65 per month in teachers' wages. The amount of 
tuition received from other districts increases this saving to 
about $100 per month. The only increase in expenses comes 
from the transportation of the children. The Logan school 
board has established this upon a liberal basis. Four drivers 
are employed at an aggregate salary of $185 per month. This 
includes the services of drivers and teams, the district fur- 
nishing the busses. This represents a net increase of cost over 
saving above referred to of $85 per month. The improvement 



42 



in school interest and the fact that all pupils of school ags 
are now attending school regularly is a gain which cannot be 
measured in money. 

Michigan. — Two Districts in Macomb County. — Two dis- 
tricts, each of which includes a part of the village of Rich- 
mond, the first being No. 13, Richmond, the second No. 12, 
Lenox, were consolidated. Census of No. 13, Richmond, 211; 
census of No. 12, Lenox, 178, under the old plan; attendance 
No. 13, Richmond, 169; attendance, No. 12, Lenox, 101; census 
of new district combined, 373; attendance, 288; total expense 
in No. 13, Richmond, $4,251.13; total expense No. 12, Lenox, 
$877.22; total for both districts, $5,128.35; total expense, for 
first year after consolidation, $4,027.18. The foregoing state- 
ment shows that a larger number of pupils are now attending 
school in the consolidated district than formerly attended in 
both of the old districts and that the expense is less- for con- 
ducting the school. — 0. D. Thompson, Commissioner. 




TRANSPORTATION VAX USED IN MICHIGAN. 



Minnesota. — Whether or not tbe expense will be greater oi 
less than under the present system can be determined only 
after a consideration of local conditions. It will depend on 
the condition of the roads, the cost of driver and teams and 
the number of pupils. At Cedar Falls, Iowa, pupils are trans- 
ported over one route at a cost of $22 1-9 per month. Kings- 
ville, Ohio, transports over four routes at a cost of $97.00 per 
month. Gustavus township, Ohio, pays for each .conveyance 
$1.35 per day, the average length of route 4 1-9 miles. At Hal- 
stad, Minn., all the' pupils of an outlying district were trans- 
ported over one route at a cost of $40.00 per month. Where 
the schools are small, so that the teaching force may be ma- 
terially reduced, the expense will lessen. Where the schools 
are how drawing special state aid and are so large that the 
number of teachers cannot be reduced, the expense will re- 
main much the same as now, plus the cost of transportation. 



43 

Experience has demonstrated, however, that while in some 
places the rate of school tax has increased the actual daily 
cost of the pupils' schooling has decreased. That is, when the 
aggregate annual cost has been divided by the total increased 
attendance in days, the actual per diem cost has been invaria- 
bly less. — State Superintendent J. W. OJsen. 

Vermont. — "Vermont transports 7,651 children for $36,000 
per term, or a little less than $4.71. per child. Speaking very 
generally it costs about $1.50 per month for each child con- 
veyed to and from school daily." 

Florida. — Duval County. — "Twelve consolidated schools 
are now in operation in Duval county, each accommodating 
the children of about 60 to 100 square miles of territory. 

"The concentration of the children into these new schools 
accomplished by means of wagonettes, especially designed 
for the purpose, and provided by the board of public in- 
struction at public expense. 

"Twenty-seven of these comfortable vehicles are now run- 
ning at an average cost of $23.33 per month each. 

"These conveyances enable us to close twenty-four of the 
old one-teacher schools, the current cost of which, if in 
operation, would have been not less than $45.50 per montl: 
for each. 

"Hence the ti'ansportation system now in operation pro- 
duces a current saving of $462.00 per month, over the old 
system. 

"Taking from this the increase of salaries for eight as- 
sistants at the centralized schools, $225.00, and there is 
still left a net saving of $237.00 per month. 

"Financially, therefore, concentration in Duval county 
is a very decided success." 

Of 45 one-teacher schools for white children, existing in 
Duval county in 1896, only ten now remain. Within a 
year or two, these will be merged into concentrated schools 
located in Duval or one of the adjoining counties. County- 
line-concentration is an important phase of this new system of 
organizing and conducting rural education. 

Clay County. — "In the past two years the number of schools 
in the county has been decreased from 51 to 41. This has been 
done by merging five schools into one, in one case, three into 
one. in two instances, and two into one, in two cases. In 
order to do this it has been necessary to transport some of the 
most distant pupils. The entire current expenses per month 
of the larger schools thus created, including transportation and 
increased salaries, is about $100 less than that of the little 
schools which existed before. By this consolidation the at- 



44 

tendance has been considerably increased and more efficient 
teaching has been made practicable. This educational move- 
ment is coming into favor with the people." 

SUMMARY. 

In summing up the financial results of the centralization ot 
the rural schools thus far attempted, the United States Bureau 
of Education states-: 

"It is the general experience that a saving of funds is ef- 
fected through consolidation of schools. Of the towns in Mas- 
sachusetts that have tried the plan 68 per cent report a less 
cost after consolidation, and only 8 per cent an increased cost. 
Of 124 New Hampshire towns, 118 report less cost with con- 
veyance as compared with maintaining local schools. Con- 
necticut transported 849 pupils in 1898-1899 at a cost of $12,000, 
or $14.14 per pupil; Vermont 2,062 for one year at a cost ot 
$26,492, or $12.85 per pupil. These are averages. In indi- 
vidual cases- the cost varies greatly, according to the partic- 
ular circumstances in each case. — Dr. A. C. True. 



COST OF WAGONS AND DRIVERS, DRIVERS' 
CONTRACTS, AND ROUTES. 

Iowa. — Winnebago County. — "Iowa pays drivers from $25 to 
$30 per month, according to the route. This includes team, 
covered wagon, rohes, etc. Frequently, if not generally, when 
the plan has been longest in operation the township owns the 
wagons, and a somewhat lower rate is paid for driver and 
team. There generally seems to be no difficulty in securing 
drivers, for no such difficulty is ever mentioned, indeed one of 
the objections commonly found is against letting the job to 
the lowest bidder." 

"Speaking generally one team can transport all the children 
of an average school district (15 to 20). This man. team and 
wagon, therefore, at an expense of one dollar to one and one- 
half dollars per day, take the place of a school house with its 
heating and repairs, and ofttimes of a school teacher as well. 
It is not surprising then, that it is cheaper to transport the 
children of a small school than to maintain a school for them. 

"The compensation paid drivers is $30 per month, except on 
Iioute 1, where only $25 are paid. For this amount they are 
required to furnish their own properly covered, strong, safe, 
suitable vehicles', subject to the approval of the board, witli 
comfortable seats, and a safe, strong, quiet team, with proper 
harness, with which to convey and collect safely and comfort- 
ably all of the pupils of the school age on the route, and to 
furnish warm, comfortable blankets or robes sufficient for the 
best protection and comfort for each and all of the pupils- to 
and from the public school building and tneir respective homes. 
They agree to collect all of the pupils on the route by driving 
to each and all of the homes where the pupils reside each 
morning that school is in session in time to convey the pupils 
to school, so as to arrive at the school building not earlier 
than 8:40 a. m. nor later than 8:45 a. m., and return the pu- 
pils to their homes, leaving the building at 4:00 p. m., or 
later, as the board may determine." 

"They are required to personally drive and manage the 
team, and to refrain from the use of any profane or vulgar lan- 
guage within the hearing or presence of the pupils; nor may they 
use tobacco in any form during the time they are conveying 
children to and from school. They are not permitted to drive 
faster than a trot, nor race with any team, and are required to 
keep order and report improper conduct on the part of pupils, 
to the principal or president of the board." 



46 

"It is further provided between the driver and the board 
that one-half of the previous month's' wages shall be retained 
to insure the faithful performance of the contract." 

District Route No. 1. 

The first child called for on Route No. 1 must ride 6 miles, 

salary $40.00 per month. 
The«first child called for on Route No. 2 must ride 4 1 / £ miles, 

salary $20.00 per month. 
The first child called for on Route No. 3 must ride 6 miles, 

salary $28.00 per month. 
The first child called for on Route No. 4 must ride 6 miles, 

salary $30.00 per month. 
The first child called for on Route No. 5 must ride 7 miles, 

salary $31.00 per montn. 
The first child called for on Route No. 6 must ride 4% miles, 

salary $20.00 per month. 
The first child called for on Route No. 7 must ride 9 miles, 

salary $30 per month. 
The first child called for on Route No. 8 must ride 6 miles, 

salary $25.00 per month. 

District Route ino. 2. 

The first child called for on Route No. 1 must ride 8 miles, 

salary $40.00 per month. 
The first child called for on Route No. 2 must ride 5% miles, 

salary $33.00 per month. 
The first child called for on Route No. 3 must ride 6 miles, 

salary $35.00 per month. 
The first child called for on RoUte No. 4 must ride 8% miles, 

salary $40.00 per month. 
The first child called for on Route No. 5 must ride 7 miles, 

salary $42.00 per month. 
The first child called for on Route No. 6 must ride 6 miles, 

salary, $34.00 per month. 
'_he first child called for on Route No. 7 must ride 5% miles. 

salary $30.00 per montb. 

Indiana. — Royerton District. — Prices paid to drivers are as 
follows: 

Route No. 1 3.50 miles, $1.00, 12 children. 

Route No. 2 3.50 miles, $1.00, 8 children. 

Route No. 3 4.50 miles, $1.25, 16 children. 

Route No. 4 5.75 miles, $1.60, 19 children. 

Route No. 5 5.60 miles, $1.60, 25 children. 

Itoute No. 6 3.25 miles, $1.25, 17 children 

Route No. 7 3.75 miles, $1.25, 12 children. 

Route No. 8 5.25 miles, $1.50. 9 children. 



47 

SCHOOL CONVEYANCE CONTRACT. 

Township, Lagrange County, Indiana. 

This article of agreement made and entered into this 

days of , 190. ., by and between , 

of Lagrange County, in the State of Indiana, and 

School Township, in the said County and State. 

Witnes'seth, That the said party ot 

the first part, doth hereby agree to and with the said 

......School Tovnship, party of the second part, as follows, 

to-wit: 

That the said will convey by spring hack 

all children herein stated: 



and such other children of school age whose parents may later 
leside on the route or in the district. 
The transportation route shall be as follows: 



The said party of the first part further agrees to arrive at 
between .... a. m. and .... a. m., stand- 
ard (sun) time and to leave said schoolhouse promptly at the 
close of each day's session and convey the foregoing pupils to 
their respective homes' as expeditiously as possible in the same 
general manner as in the morning. He shall strictly prohibit 
profane or obscene language and boisterous conduct in or 
about the hack. The said party of the first part further agrees 
not to use tobacco while in charge of the children, "neither will 
he permit its use by any pupils while in his custody. The 
pupils shall be conveyed with due regard for their comfort and 
the team shall not only be safe but reasonably speedy. 

(Additional considerations.) 



The services of the said party of the first part shall com- 
mence on the .... day of , 190 . . , and con- 
tinue throughout the school year for such days as the school 
shall be in session. 

The said party of the first (second! part shall provide a 
comfortable and safe conveyance, and said vehicle shall be so 
constructed that it can be entirely closed during inclement 
weather. 

( Additional considerations. ) 



The said party of the second part in consideration of the 



48 

prompt fulfillment on the part of the party of the first part 

contracts' and agrees to pay dollars per 

day for services rendered as above stated. 

In case party of the first part fails, neglects or refuses to 
faithfully do and perform each and every one of the coven- 
ants and agreements herein specified on his part to be per- 
formed, then this contract shall be void at the option of the 
party of the second part, and the party of the second part 
may immediately bring suit on the bond annexed hereto for 
any damages sustained to the party of the second part by rea- 
son of the failure of the party of the first part to perform his 
covenants and agreements herein contained. 

In Witness Whereof, the above named parties have signed 

the above contract this day of 190. . 

Party of the first part,-. 

Party of the second part, 

By Trustee. 

Know all men by these presents, That we, 

and are held and bound tq the State ot 

Indiana, in the sum of dollars, for the payment 

of which we do bind ourselves jointly and severally. The con- 
dition of this obligation is such that we do hereby guarantee 
the full performance of all conditions specified in said con- 
tract on the part of said to be kept. 

3Sfow if the said shall faithfully fulfill all 

the requirements mentioned, then this obligation to be void, 
otherwise to be and remain in full force. 

Witness our hands and seals this day of 

190.. 

(Seal.) 

(Seal.) 

Indiana. — State Superintendent Frank L. Jones, of Indiana, 
says, concerning the matter of transportation contracts: "I am 
not in favor of letting contracts for conveying pupils. It is 
not a matter which can be lumped off to the lowest bidder. It 
would be as sensible to employ teachers upon this basis. The 
law does not contemplate that the contracts for transportation 
should be made in this way. It is entirely proper for a trustee 
or advisory board or both to fix the amount that will be paid 
and then select the best man for the work at that price." 

Ohio. — Notice to Bidders. 

■ Bids for the transportation of pupils of the Madison town- 
ship schools, Lake County, Ohio, over the following routes, 
will be received at the office of the Township Clerk until Fri- 
day, July 24, at 12 m.: 

Route A. Beginning at county line on North Ridge road, 



49 



and running west on said road to school house in District No. 
12. 

Route B. Beginning at Perry Line on the North Ridge road, 
and running east on said road to school house in District 
No. 12. 

Route C. Beginning on Middle Ridge road, at residence or 
N. Badger, running thence west on said road to the residence 
of Rev. J. Sandford, thence north to school house in District 
No. 12. 




CENTRAL SCHOOL AND TH AXSrORTATTOX IX INDIANA. 



Route D. Beginning at Perry Line on Kiver road, and run- 
ning thence east on said road to school house in District No. 6. 

Route E. Beginning at the Hartman farm, thence by Ben- 
nett road to Chapel road, thence east to A. R. Monroe's, thence 
west on Chapel road to school house in District No. 13. 

Route F. Beginning al residence of J. H. Clark, and run- 
ning east on Chapel road to school house in District No. 13. 

All whose bids are accepted will be required to sign a con- 
tract by which they agree: 

1. To furnish a suitable vehicle with sufficient seating ca- 
pacity, to convey all the pupils properly belonging to their 
route, and acceptable to the Committee on Transportation. 

2. To furnish all necessary robes, blankets, etc., to keep the 



So 

children comfortable; and in severe weather the conveyance 
must be properly heated by oil stoves or soap stones. 

3. To provide a good and reliable team of norses, and a 
driver who is trustworthy, and who shall have control of all 
the pupils while under his charge, and shall be responsible for 
their conduct. Said driver and team to be acceptable to the 
Committee on Transportation. 

4. To deliver the" pupils at their respective schools not 
earlier than 8:30 a. m., nor later than 8:50 a. m., and to leave 
at 4:05 p. m. (sun time). 

Each contractor sball give bond for the faithful discharge 
of his contract in the sum of $100, with sureties approved by 
the president and clerk of the board. 
The committee reserves the right to reject any and all bids. 

By order of the committee, 
C. G. Ensign, Clerk. 

Ohio. — Driver's Contract. 

(From Ohio State University Bulletin.) , 

As many different contracts as there are centralized town- 
ships might be offered, each differing in some particular. Be- 
low is found one covering the most important features of all: 

Each driver must furnish a team that is safe, yet strong and 
active enough to draw the load on a slow trot. Each driver 
must start from the farther terminus of his route at such 
time as will enable him to reach the school house by driving 
directly and with due speed, not later than 8:05 a. m., Stand- 
ard Time, making only such stops as' are required for the pu- 
pils to enter the wagon. In case any pupil shall not have 
reached the road, the driver must wait a reasonable length 
of time. 

Each driver must blow a horn to announce his coming in the 
morning that the pupils may be ready, and in the evening 
that the parents may know of their arrival at home. 

Each driver must be at the school house at 3 p. m. with his 
v/agon ready to receive his load, and shall drive thence to the 
farther terminus of his route as quickly as the condition of 
the roads and the welfare of his team will permit, making only 
such stops, as are necessary for his pupils to leave the wagons 
at their respective homes. Each driver must make a full stop 
for each pupil to enter and leave the wagon. 

Each driver is required to keep his wagon in shelter, except 
when driving his route. 

Each driver is required to abstain from the use of intoxi- 
cants while in the employ of the Board of Education, and to 
so deport himself as to set a good example for the children 
under his care. 

Each driver must refrain from discussing any topic that 



r ,I 



may have a tendency to make trouble in the school, such as 
the qualification of the teachers, the merits of a punishment, 
etc. Each driver must avoid quarreling with any child under 
his care. 

Each pupil upon entering the wagon must clean his shoes 
i;f mud or snow and he seated in the place designated by the 
driver or superintendent, and remain in that place until his 
destination is reached. Pupils must conduct themselves in a 
proper manner. There must be no hallooing on passing people, 
loud or boisterous noise, swearing, vulgarity, smoking or chew- 
ing tobacco by pupil or driver. 

Pupils will be under the immediate control of the driver, 
the whole to be under the control of the superintendent and 
the board of education, to whom all complaints- must be made. 

The deportment of each pupil in the wagon will be con- 
sidered by his teacher in making up his grade card. 

The driver shall from time to time be advised and directed 
by the superintendent and the board of education. 

Each driver must discharge the provisions and details of 
this- contract under penalty of immediate dismissal and for- 
feiture of the amount then due him by and from the board of 
education. Each driver must be responsible for any damage 
done his wagon while in his possession, except when such dam- 
age is unavoidable, such fact to be determined by the board 
of education. 

Each driver may draw eighty-five per cent, of his wages at 
the end of each month, the fifteen per cent, remaining in the 
hands of the treasurer as a guarantee for the faithful perform- 
ance of the provisions of the contract, said fifteen per cent, to 
be paid to him at the end of the school year, provided he has 
complied with the requirements of his contract. 

ROUTES AND COSTS. 

Routes are let to the lowest responsible bidders; the amount 
paid varies from ninety cents to two dollars and twenty-five 
cents per day, varying with the number of miles and the num- 
ber of children transported. The distances vary from two 
and one-half to eight miles, and the number per conveyance 
from six to twenty-seven. Average cost per day for convey- 
ance is $1.50; average distance, four and one-half miles; aver- 
age number per conveyance, twenty. 

Wagons cost from $80 to $175. The cost of wagons used in 
Northeastern Ohio is seldom over $100. The wagons used at 
Lees Creek and Selma cost from $150 to $175; these are very 
well finished wagons. 

At the central school there is but one pump, one heating 
system, one set of charts or maps, one roof for repairs, few 



52 

outside buildings, one fence and only one or two things which 
under the old plan must be purchased in quantities or in as 
many sets as there are schools. 

The following table suggests the amounts paid for teams and 
drivers and the length of tne routes: 

No. 1 $1.60 per day 5 miles. 

No. 2 1.00 per day 3% miles. 

No. 3 70 per day 2y 2 miles, 

No. 4 1.60 per day 5 miles. 

No. 5 1.25 per day 4 miles. 

No. 6 1.50 per day 4% miles. 

No. 7 1..45 per day iy 2 miles. 

No. 8 1.55 per day. . .- 5 miles. 

In some parts of the State where the routes are long, a little 
more is paid. Many take this work that teams may be used 
regularly through the winter. There has never been any 
Trouble about securing bidders. 

In townships or special districts, where there is nearly or 
quite complete centralization, no attention has been given to 
the old sub-district boundary lines in planning the routes. It 
appears that every effort has been made to have the children 
at the farthest points reach the central school in one hour, 
or in an hour and a quarter when the roads are in fair condi- 
tion. Routes are from two and a half to eight miles long. Tne 
average is about four and one-half miles. 

COSTS AND MISCELLANY. 

(Taken in part from Supt. O. J. Kern's Report.) 

One of the best examples of consolidation of s«hool districts 
and transportation of pupils is found in Kingsville, Ohio. 
The residents of this place have realized their fondest hopes. 
The average attendance has been much increased and better 
schools have been provided. The actual cost of tuition has 
been reduced from $22.75 per pupil to $12.25. This plan 
enabled the Kingsville school to open a new room and engage 
another teacher, thus reducing the number of grades in the 
two. The daily attendance has increased from fifty to ninety 
per cent., thus utilizing to better advantage the capital in- 
vested in building and equipment. Over $1,000 was saved in 
Kingsville in three years. 

The wagons are provided with curtains, lab-robes, soap- 
stones, etc., for severe weather. The board of education exer- 
cises as much care in the selection of drivers as they do in 
teachers. The contract for each route is let out to the lowest 
responsible bidder, who is under bond to fulfill his obligations 



53 

The drivers are required to have the children on the school 
-rounds at 8:45 a. m., which does away with tardiness, and 
to leave for home at 3:45 p. m. The wagons call at every 
farmhouse where there are school children, the children thus 
stepping into the wagons at the roadside, and are set down 
upon the school grounds. There is no tramping through the 
snow and mud and the attendance is much increased and far 
more regular. 

With the children under the control of a responsible driver, 
there is no opportunity for vicious conversation or the terror- 
izing of the little ones by some bully as they trudge home- 
ward through the snow and mud from the district school. 

The average price per day per wagon is $1.25, and the length 
of the longest route is four and three-quarter miles. 

Florida.— Drivers' Pay.— An average of $23.33 per month is 
paid the drivers in twenty-seven different districts. 

Vermont.— 1. Horses.— The horses should be strong, well- 
eared for, steady, and easily controlled. 

2. Harnesses.— The harnesses hould be of good material, 
sound, and kept in proper condition. 

3 Barges.— The barges, vans', or wagons, should be well 
constructed, comfortable, commodious, covered, supplied with 
.•urtains. and, in cold weather, with an abundance of heavy 
robes and with hot water heaters or other suitable means for 

warming. 

4 Drivers.— The drivers should be able-bodied men. 
skilled in managing horses and caring for the same, cautious 
in driving, careful of vehicle and harnesses, in sympathy with 
children able to control them, without vulgar habits, not 
addicted to coarse or profane speech, and thoroughly reliable. 

Georgia.— Green County.— "Wagon, harness and horses were 
purchased by the county and a contract was made for the 
transportation of the children to school at 5 cents per head 
per day Previous to consolidation the cost of maintaining 
the schools was 17% cents per pupil per day; the cost now, 
including that of carrying the children, is 12% cents per day 

Superintendent Rogers, of Washington County, Ga., abol- 
ished two little schools with great success, transporting the 
children to a stronger one. He says: "The school four years 
ago had twenty pupils and paid the teacher a salary of $30 
a month; to-day it has one hundred pupils ™* h °™ ^J* 
at $90 a month, a second at $70, and a third at $30, the school 
being carefully graded. Twenty-six of these P^ «? h ^ 
norted at a cost of $5 per term for each pupil. By the use 
Sriions cMldren were reached who lived near the swamps 
and the river, and who would not otherwise have been able to 
attend school" 



SUMMARY OF ARGUMENT FOR AND AGAINST 
CONSOLIDATION AND TRANSPORTATION. 

ARGUMENTS FOR CONSOLIDATION. 

1. Jt insures a much larger per cent of enumerated pupils 
enrolled. 

2. Reduces irregular attendance. 

3. Prevents' tardiness among transported children. 

4. No wet feet or clothing, nor cold resulting therefrom. 

5. No quarreling, improper language, or improper conduct 
on the way to and from school. 

6. Pupils are under the care of responsible persons from 
the time they leave home in the morning until they return 
at night. Pupils can have the advantage of better school- 
rooms, better heated, better ventilated, and better supplied witJi 
apparatus, etc. 

8. Pupils have the advantage of that interest, enthusiasm 
and confidence which' large classes always' bring. 

9. Better teachers can be employed, hence better schools. 

10. The plan insures more thorough and more complete 
supervision. 

11. It is more economical. 

12. It permits a better grading of the schools and the 
classification of pupils. Consolidation allows pupils to be 
placed where they can work to the best advantage, and the 
various subjects of study to be wisely selected and correlated. 
Pupils work in graded schools, and both teachers and pupils 
are under systematic and closer supervision. 

13. It affords an opportunity for thorough work in special 
branches such as drawing, music, nature study and agricul- 
ture. It also allows an enrichment in other lines. 

14. It opens the door to more weeks of schooling and to 
schools of a higher grade. The people in villages almost in- 
variably lengthen the school year and support a high school 
for advanced pupils. 

15. It affords the broader companionship and culture thai", 
comes from association. 

16. It quickens public interest in the school. Pride in the 
Quality of work done to secure a greater sympathy and bet- 
ter fellowship throughout the school district. The whole 
community is drawn together. 



55 

17. Public wagons used for children in the day time may 
be used to transport their parents to public gatherings in 
the evenings, to lecture courses, etc. 

18. By transportation the farm becomes the ideal place in 
which to bring up children, enabling them to secure the ad- 
vantages of centers of population and to spend their evenings 
and holiday time in contact with nature and plenty of work. 
instead of idly loafing about town. 

19. The teacher's work is so well organized that the aver- 
age recitation period is greatly lengthened. 

20. One or two large families cannot "freeze out" the 
teacher. 

21. The farmer and his family are more content with their 
self-sustaining occupation. 

22. Ethical culture is afforded free from the dissipations ot 
social life as manifested in cities. 

23. Parents who are observant say that the cost of shoes 
worn out in walking to the separate schools and the cost or 
medicine and doctors' bills more than pay for the trans-por- 
tion. 

24. Transportation makes it easier to maintain a quaran- 
tine in case of disease and prevents the spread of contagion. 

25. By centralization there will be fewer and better teachers 
in our schools. It will be a case of the survival of the fittest. 
Better salaries will be paid those who do teach, thus enabling 
a persou to make it possible to acquire a high school ana 
normal training before attempting to teach. 

26. By centralization all the children of the district have 
the same chance for higher educational advantages, whicn 
undei the present plan only five or ten persons are able to get 
by leaving home and going to the city. 

27. By centralization we go a long way towards the solution 
of the problem, "How to Keep the Boys on the .farm." We 
bring to the farm that which he goes to the city and town to 
secure. Such a school may become the social and intellectual 
center of the community life. With a library room, music, 
debating club, etc., our boys and girls will hestitate to leave 
home and such a school for the uncertainties of city life. Cen- 
tralizaton will not only keep the boys on the farm, but it will 
help to keep the big bops in the school. 

28. Makes compulsory attendance feasible and justifiable. 

29. The morals of children are improved because common 
offenses to decency are held in check far more than under the 
old plan where fighting, profanity, vulgarity on the road to 
and from school, and an accumulation of obscene cuttings on 
fences and buildings all contribute to tear down what a good 
home attempts to build up. 



56 

30. Transportation is a protection against the probability 
of the children's meeting objectionable and dangerous char- 
acters on the way to and from school. 

ARGUMENTS AGAINST CONSOLIDATION. 

1. Depreciation of property; decreased valuation of the 
farms in districts where schools are closed. 

2. Dislike to send young children to school far from home, 
away from the oversight of parents. 

3. Danger to health and morals; children obliged to travel 
too far in cold and stormy weather; obliged to walk a por- 
tion of the way to meet the team, and then to ride in damp 
clothing and with wet feet; unsuitable conveyance and un- 
certain driver; association with so many children of all 
classes and conditions. 

4. Difficulty of securing a proper conveyance on reason- 
able terms. 

5. Local jealousy; an acknowledgement that some other 
section of the district has greater advantages and is out- 
stripping any other locality. 

6. Natural proneness of some people to object to the re- 
moval of any ancient landmark or to any innovation, however 
worthy the measure, or however well received elsewhere. 

7. Too long distances; bad roads, blocked in winter for 
weeks. 

8. Invasion of individual rights. 

9. If fatal diseases are carried to or start in these schools, 
then most all of the children of the township are exposed to 
them. 



"ARGUMENT AGAINST CONSOLIDATION" AS 

CONSIDERED BY SOME EXPERIENCED 

AUTHORITIES. 

The following experiences of superintendents who have had 
practical experience with consolidation and transportation 
are worthy of consideration. 

Illinois. — There is no gainsaying the fact that three real 
difficulties attend consolidation, viz.: 

1. Bad roads, which though not unsurrnountable are yet 
great obstacles to its best operation. In this is also involved 
all other traffic as well, particularly rural delivery of mails, 

and delivery of milk. Roads will improve and in the mean- 

■ 

time mail and milk will be delivered. To say that children 
cannot be hauled is to throw upon them a burden we are not 
willing to put upon horses and it is to ignore the facts, for 
They are carried successfully over all roads, never failing 
over two days in a single year. 

"Transportation has been declared impossible on account ot 
'bad roads,' but the horses' now engaged in carrying young men 
and women from Illinois farms to city high schools in all sorts 
of conveyances are more than enough, if hitched double and 
attached to suitable vehicles, to carry all the cniidren to cen- 
tral schools." 

'I. Bad drivers. — For obvious reasons this is a point always 
to be guarded. Few complaints have been reported, however, 
and from the fact that no difficulty seems to be experienced 
in securing drivers in abundance most of whom are parents 
and many of whom are mothers, it is apparently an element 
easily controlled, and while it is a matter capable of much 
abuse it appears in practice to give little difficulty. 

3. Prejudice in advance of trial. — This- is generally strong, 
especially where the small district plan is already in opera- 
tion, and a long list of objections is certain to be filed against 
the undertaking. These must be reckoned with in advance, 
though they disappear with trial, and no case is on record in 
which the change has been made back again from consolida- 
tion to the small school. As might be expected, consolidation 
is most easily and naturally effected in states where some 
sort of township organization exists 1 , and least easily in those 
sections in which the local organization and community sen- 
timent are strongest.— State Superintendent's Annual Report. 

Iixinois.— Important Facts:— 1. The drivers carry watches 
and consult them while on the route. 



58 

2. Each driver keeps the time oi' the consolidated school, 
generally standard. 

3. The rate of speed while on the route averages five miles 
per hour for the year. 

4. The time of arrivals varies from- ten to fifteen minutes 
prior to the opening of the schools. 

5. The more remote pupils ride about five miles and 60 
per cent ride three miles or less. 

6. Children are kept comfortable by stoves, patent heaters, 
blankets and soap stones. 

7. The greatest advantage to the service is township own- 
ership of hacks and the improvement of roads. 

8. The drivers exercise due responsibility in promptly and 
safely conveying the children to school and returning them 
to their homes; they also, by contract, prohibit questionable 
language, undue familiarity and boisterous conduct in or 
about the hacks. 

9. Eighty-five (85) per cent of the patrons have reported 
the consolidated school as their preference in comparison 
with the "old way." 

10. Decreased enumerations in eight of our eleven town- 
ships gave the system its initiative and the better instruction 
and educational encouragement to the great majority of the 
conveyed pupils has strengthened the services of the schools 
and enhanced the local educational spirit. — State Superintend- 
ent's Annual Report. 

Wisconsin. — Gates County. — Miss Harriet Dalton, principal 
of the state graded school at Tony, Gates County, writes as 
follows: "The ride in the morning gives the children a wide 
awakeness which we do not find in the children who step from 
their home doors into the school. Surely it is better for them 
to be driven for three miles through the cold and mud than 
to walk a mile or two, as they needs must do if they have 
a district school. Another year tne town expects to close 
a school in an outside district and carry the children to our 
village school. The board has found that they are able to 
save money by so doing this and also give the children the 
advantages that are being enjoyed by the village chilaren." 

Ohio. — Accidents, sudden illness, and disease. — Investiga- 
tion has been made as to which oi: the two plans offer the 
fewer possibilities for accidents and the better conditions 
for preventing the spread of contagious diseases. 

1. Broken limbs that have come from climbing into passing 
wagons, cuts and bruises from stone throwing, tearing of 
little one's clothes by those a little larger and oider, not to 
speak of frozen toes, fingers, noses and ears may be charged 



59 

up to the old plan. From the time centralized or consolidated 
schools have begun in our state only three accidents on the 
road to or from school have occurred so far as we have been 
able to learn. One was a broken arm, another a sprained 
wrist, and the third, the overturning of a sled load of chil- 
dren into a snow drift, in which no one was seriously hurt. 

2. It is a fact that it has been necessary to close centralized 
schools, just as it becomes necessary to require church ser- 
vices to suspend for a few days or tnat an entertainment be 
postponed during the few days of alarm or during an epi- 
demic. Tbe danger of the spread of diseases' is impressed 
upon people and greater pains and care taken to prevent con- 
tagion than formerly when only one little school suspended 
and the children and parents continued going to church, 
Sunday school, sales, parties, and making the usual neighbor- 
hood visits. Very few central s-choois have been closed, how- 
ever. 

3. Children that become sick at school are as a rule nearer 
a physician than at home. If necessary to take them home 
immediately, private conveyances have been used. If not 
they are cared for in the wagon by the driver and taken as 
nearly as possible to the door of their home. 

Ohio. — Bad roads, negligent drivers, prejudice and early 
starting. — 1/ Prejudice against a new thing and sentiment 
that prompts us to quote "Forty Years Ago," and relate some 
of our childhood experiences that are so vivid and so closely 
associated with the little weather beaten school house that, 
when all sentiment is thrown by, did little more than house 
us, sometimes prevent children from having modern advan- 
tages. 

2-3. Bad roads and negligent drivers. — The use that is being 
made of roads by the rural mail carrier, by milk haulers, ana 
others who travel them daily is arousing an interest in road 
building that will make them of greater service to all. A 
negligent driver should meet the fate that some have already 
mot — immediate dismissal. Negligence on the part of a driver 
is no less excusable than for a teacher. 

4. Having to start so early in the morning is one of the ob- 
jections raised. But where it has been in operation for two 
years or more, nothing more is said about it. Another is, 
greater danger of contracting contagious diseases. So far 
we have not suffered from that cause. Those who are back- 
ward about accepting advanced ideas have many objections 
that are not worthy of notice. 

North Dakota. — Driving on schedule time, driving every 
flay, management of pupils on the way. comfort of the bus, 



6o 

etc. — 1. Some of the points brought up against it were: Can 
the bus come to every house? If not, I don't want my chil- 
dren by the roadside waiting to catch a ride two or three 
miles off to school, especially in cold weather. Or, the chil- 
dren can never stand it to ride that distance through the 
cold. Or, the expense will be too great, etc. 

2. Several years ago when this question was first being 
talked of, I heard a farmer say that the expense of hauling 
need not be very great. That a boy who was trustworthy 
with a team might gather a load on his way to school and 
bring them back again at night. No, it requires a man with a 
rig specially adapted for the business and a person upon whom 
a responsibility can be placed. 

Since I have seen it tried and had part in the responsibility 
for the behavior of pupils transported, I am ready to say 
it matters very much whom they have to drive the children 
to and from school. For I believe half of the day's schooling 
or training is to be retained or lost by the way in which they 
are allowed to conduct themselves in going and coming. 

3. The question of morals was brought up at the time and 
was discussed pro and con. Some claimed that by a greater 
number being brought together there was a greater oppor- 
tunity for immorality. True, if you do not have a responsi- 
ble driver to see to their behavior. As if the liability of im- 
morality was not as great in the case of their walking to 
their rural schoolhouses. But here they do not go alone but 
usually in company with others and they lack a proper guide, 
for what one child doesn't think of, another will. 

Therefore the importance of hiring a responsible man to 
transport the children. As great care should be taken in his 
selection as in the selection of a teacher, and the driver should 
be as moral a man while with the pupils'. 

4. It is a splendid training for the pupils. — It teaches 
promptness in them. As to time being kept by the driver, it 
can be done. It has been done as near to perfection as reason 
would require. He has been late three times. He was justi- 
fied in being late, however, for the roads were made almost, 
impassible by snow or mud. He has missed but two days, 
one of which could have been avoided. The second instance 
Avas on account of the deep mud March 20, which was perfectly 
justifiable. The requirements of his contract are that he shall 
be at the school house with the children by fifteen minutes to 
9 o'clock and leave with them ten minutes after 4 o'clock. 

5. One great advantage of this is there is no loitering on 
the way, no time to be quarreling on the way, no time to be 
getting into mischief on the way with other people's property, 
no time to be loitering about the school house or village and 



6i • 

be coming home from school at a late hour. This I believe 
*,o be a decided advantage over the pupils being independent 
in coming and going. — Prof. T. H. Ehrhard. 

Iowa. — Deprec -iation of real estate values. — This objection 
is really one of the easiest to be met. Where the system has 
been given a thorough trial the land values have not been af- 
fected as feared by some of the farmers. On the contrary, 
the value of all the land in the consolidated district tributary 
to the consolidated school has been increased in value. It is 
not the accessibility within walking distance to a poor school 
that makes a farm valuable, but the accessibility, whatever 
may be the means of reaching it, to a good school. It is 
reported that in the Eastern states where the system has 
been tried that now when a farm is advertised for sale it is 
said that children are transported to a first-class central 
school, instead of offering as an inducement that the district 
school is within a mile of the farm. In fact, there is no in- 
stance on record where, after trying both systems fairly, the 
farmers preferred the inferior district school to the superior 
central school, provided the conditions of transportation and 
the details have been properly attended to. — Supt. Barrett. 

Pennsylvania. — Depreciation of real estate values. — The 
apprehensions of owners of real estate that a depreciation ot 
values would result if the local schools were closed have 
proven to be groundless. — Dr. Longsdorf. 

"The general consensus of opinion is that efficiency rather 
than the accessibility of the school is the demand of the times 
by those who desire to invest in farm realty for homes." 

Massachusetts. — Principal objections. — Mr. Edson, reports 
that the following objections have neen made in Massachu- 
setts: 

"1. Depreciation of property, decreased valuation of farms 
in districts where schools are closed. 

"2. Dislike to send young children to school far from home, 
away from the oversight of parents; and to provide a cold 
lunch for them rather than a warm dinner. 

"3. Danger to health and morals; children obliged to travel 
too far in cold and stormy weather, obliged to walk a portion 
of the way to meet the team, and then to ride to school in 
damp clothing and with wet feet; unsuitable conveyances and 
uncertain driver; association with so many children of all 
classes and conditions; lack of proper oversight during the 
noon bour. 

"4. Insufficient and unsuitable clothing; expense to parents 
of properly clothing their children. 

"5. Difficulty of securing a proper conveyance on reason- 
able terms, or, if the parent is allowed compensation, of agree- 



62 



ing upon terms satisfactory to both parties, parents and town 
officials. 

"6. Local jealousy; an acknowledgment that some other sec- 
tion of the town has greater advantages, and is outstripping 
any other locality. 

"7. Natural proneness of some people to object to the re- 
moval of any ancient landmark or U: any innovation however 
worthy the measure or however well received elsewhere." 

To these objections Mr. Bdson, who is- a most competent au- 
thority, replies: 

"The first one is more imaginary than real, for any level- 
headed man with children to be educated will place a higher 
value on the quality of the schools and the school spirit in 
the community than upon the number and accessibility of the 
schools. Experience has demonstrated the fact that property 
in towns committed to his plan has appreciated rather than 
depreciated in value. 

"The second and third objections are the most serious. It 
behooves school authorities to see that the danger is* reduced 
to a minimum. Suitable conveyances, covered, should be pro- 
vided, and competent, careful drivers selected. No risks 
should be taken. During the noon hour some teacher should 
remain with the children who carry luncheon. 

"The fourth, fifth and sixth objections have no great weight. 
The last one has great influence with the people who choose 
to live, move and die as did their ancestors, on the theory that 
this is the last generation, and that any special efforts at im- 
provement are just so much more than is wise and necessary." 
Vermont. — 1. Distance of children from home, provided a 
school is closed and the children are sent to another. In 
the case of small children, especially, it is a matter of serious 
concern to many mothers to have them far . from home six 
hours in the day. There is always a mother's solicitude that 
is beautiful and natural, even if at times it seems excessive 
and unreasonable. It enters as an element into every case 
and should be respected. The determining question, however, 
is — what is best for the child? In either case, whether he 
is sent to another and better school or stifled at home, there 
will be sacrifice on the part of the mother. But the ordinary 
sensible woman, with full consideration of the child's welfare 
and future success, will prefer the child to attend a fair school 
two miles from home, when possible, than to be mentally 
atiophied in a poor school only one-fourth of a mile distant. 
With present telephone facilities, communication with the 
child's home can readily be obtained in case of sickness or 
accident. In addition to the distince from home, there is 
also on the part of the mother a sense of the 



63 

2. Distance the child must travel, in case conveyance is 
not provided. But this also demands suppression ot feeling 
to judgment. Anxiety for the child's physical welfare is 
natural, and to entrust the child to travel a long distance 
frequently provokes most earnest solicitude on the part ot 
the mother. 

3. Depreciation of farm values in the vicinity of closed 
schools. This is the most common and most vigorous protest 
presented against the closure of the schools, in some in- 
stances there may be a decrease in the salability of farms, 
but there are at present no facts at hand to justify any as- 
sertion in this respect. So many other factors enter into 
the depreciation of real estate, that it is generally impossible 
.to assert that any one item may be the cause of such depre- 
ciation.' Advices from other states in which the abandonment 
of school houses has occurred and pupils transported are to 
the effect that the fears of depreciation have not been realized 
or the predictions fulfilled. — State Superintendent's Report. 

Nebraska. — The Solution. — There are 489 schools with an 
average daily attendance of five or less; 1,841 with ten or 
less; 3,528 with fifteen or less; i,771 with twenty or less. 
There are about 6,300 strictly rural school districts in Ne- 
braska. This makes nearly three-fourths of our rural schools 
in each of which is an average daily attendance too small for 
vigorous, interesting and profitable work, either educationally 
and socially or financially. No time need be spent in rehears- 
ing these facts. No school can claim conditions for good work 
if it have less- than twenty-five pupils; yet there are 4,7/ L 
rural schools in Nebraska in operation with an average daily 
attendance ranging from one to twenty pupils. I believe we 
are all ready to unite upon this proposition — the pupils in 
these small rural schools must be collected into larger and 
better schools with better teachers, better paid. "It does not 
matter how much we deplore the condition which makes con- 
solidation of schools necessary, the fact remains that it is 
the only rational solution of the question that has been ot 
fered."— W. K. Fowler. 



REFERENCES FOR INFORMATION. 

Herewith is appended a list of printed articles on the con- 
solidation of school districts, centralization of schools, and 
the transportation of pupils. 

Australia. — Report of the Minister of Public Instruction of 
Victoria for the year 1901-1902, p. 20, 21, 39, 43. 

California. — Assembly Bill No. 532, or Senate Bill No. 482 
An act providing for the formation of union school districts 
and the maintenance therein of union schools, 1903. 

Connecticut. — Report of the Board of Education together 
with the report of the Secretary of the Board, 1899, Convey- 
ance of Children, p. 142-145. Report for 1900, laws relating 
to education, Ch. ix, Consolidation of School Districts, p. 52- 
60; Conveyance of children, p. 267-271. Report for 1902, 
Conveyance of Children, 186-188; Consolidation of Schools, 
332-335. 

Florida. — Biennial Report of the Superintendent of Public 
Instruction for the two years ending June 3, 1900 (From re- 
ports of county superintendents) 331, 341, 352, 379, 391, 412. 
Summary, 19. 

Georgia. — Thirtieth Annual Report from the Department of 
Education for 1901, Consolidation of Districts and Transpor- 
tation of Pupils, 21-23; Consolidation of Rural Schools and 
the Transportation of Children, by M. B. Dennis, 98-106. 

Hawaii. — Report of Inspectors of the Department of Public 
Instruction, December 31, 1902, Consolidated Schools, 23. 

Idaho. — Biennial Report of the State Superintendent of 
Public Instruction, 1900, Rural School Districts, 6-7. 

Illinois. — Twenty-Fourth Biennial Report of the Superin- 
tendent of Public Instruction, July 1, 1900, June 30, 1902, 
Consolidation of the Small Districts once more, 11-14. 

Indiana. — Twentieth Biennial Report of the State Superin- 
tendent of Public Instruction for the school years ending July 
31, 1899, and July 31, 1900, The Rural School— (a) The Smail 
School, (b) Transportation of Pupils, 520-587. Twenty-First 
Biennial Report for years ending July 31, 1901, and July 31, 
1902, School Economy— (a) The Small School, (b) A New 
Organization in the Country, 155-161, Consolidated Schools, 
727-762. 

Iowa. — Biennial Report of the Department of Public In- 
struction for the Period ending September 30, 1901, Ch. 11, 
Consolidation of Schools and Transportation of Children, 29- 
97. (Issued in pamphlet form). 



65 

Kansas.- -Thirteenth Biennial Report of the Department of 
Public Instruction for the years ending June 30, 1901-June 
30, 1902, The Consolidation of Rural Schools, 38-48. Circular 
of Information Regarding Consolidation of Rural Schools, 
March 1, 1902. 

Maryland. — Thirty-Sixth Annual Report of the State Board 
of Education for the year ending July 31, 1902, Minutes of the 
Association of School Commissioners of Maryland, Session ot 
1902 — Resolution of State Superintendent commending con- 
solidation of rural schools, XLIII. 

Massachusetts. — Sixty-Second Annual Report of the Board 
of Education together with the Sixth-Second Annual Report 
of the Secretary of the Board, 1897-1898, Consolidation of 
Schools and the Conveyance of Children, by G. T. Fletcher, 
Agent of the Massachusetts Board of Education, 435-459. Sixty- 
Third Annual Report, 1898-1899, Expense of Conveying Chil- 
dren, 155-159. Sixty-Sixth Report, 1902, Conveyance of Pu- 
pils, 101-104. 

Michigan. — Sixty-Fifth Annual Report of the Superintend- 
ent of Public Instruction for the year 1901, The Rural Higfc 
School, 5-11 ; An Investigation of tne Centralized Schools oi 
Ohio, 12-30; Transportation of Pupils, 31-34 (issued also in 
pamphlet form.) 

Minnesota. — Twelfth Biennial Report of the Superintend- 
ent of Public Instruction for the school year ending July 31, 
1901-1902, Bulletin No. 1 — Consolidation of Rural Schools and 
Transportation of Pupils at Public Expense, 271-290 (issued 
in pamphlet form). 

Missouri.— Fifty-Third Report of the Public Schools for 
the year ending June 30, 1902, The Rural School Problem. 
4-11. 

Montana.— Circular letter of the State Superintendent on 
the Consolidation of Schools. 

Nebraska.— Sixteenth Biennial Report of the State Super- 
intendent of Public Instruction, January, 1901, Transportation 
oi Pupils and Instruction in Neighboring District, 40-42. Sev- 
enteenth Biennial Report, January, 1903, The Rural School 
Problem; A Solution— Consolidation of School District, Cen- 
tralization of Schools, and Public Transportation of Pupils, 
400-409. School Buildings and Grounds in Nebraska, Depart- 
ment of Public Instruction, 228-265. 

New Ham i's hire.— Fifty-Second Report of the Superintend- 
ent of Public Instruction, 1902, Consolidation, 278-279. 

New Jersey.— Annual Report of the State Board of Educa- 



66 

tion and of the Superintendent of Public Instruction for the 
school year ending June 30, 1902, Report from county super- 
intendents on the transportation of pupils, 59, 84. 

New York. — Forty-Second Annual Report of the State Su- 
perintendent for the school year ending July 31, 1895, The 
Consolidation of School Districts, LXXXVII. Forty-Fourth 
Report, 1897, The Rural School Problem, XI. Forty-Sixta 
Report, 1899, Consolidation of School Districts, 55-56. Forty- 
Seventh Report, 1900, Consolidation of School Districts, 11; 
Contract with Adjoining Districts, 13. Forty-Ninth Report, 
1902, Consolidation of Weak Districts, LXIX. 

North Carolina. — Biennial Report of the Superintendent of 
Public Instruction for the school years 1900-1901 and 1901- 
1902, School Districts, XVIII-XXVI; The Rural Schools, 
LVIII; Signs of Hope and Evidences of Progress, LX, 3rd 
Paragraph; Consolidation of Districts, 365-373, (Educational 
Bulletin No. 1). 

North Dakota. — Seventh Biennial Report of the Superin- 
tendent of Public Instruction for the two years ending June 
30, 1902, Consolidation of Rural Schools, 24-28 (issued in 
pamphlet form) ; 300, 303, 291. 

Nova Scotia. — 'Annual Report of tae Superintendent of Ed- 
ucation for the year ending July 31, 1902, Consolidation ol 
Sections, XL 

Ohio. — Forty-Seventh Annual Report of the State Commis- 
sioner of Common Schools for the year ending August 31, 

1900, Centralization Law, 12-15. Forty-Eighth Annual Report, 

1901, Centralization of Schools, 18-19. 

Ontario. — Report of the Minister of Education for the year 

1902, The Consolidation of Schools and Transportation of 
Pupils, XXII-XXVII. 

Oregon. — Fifteenth Biennial Report of the Superintendent 
of Public Instruction, 1902, General Survey of Educational 
Work, 233-236. 

Pennsylvania. — Report of the Superintendent of Public In- 
struction for the year ending June 3, 1901, Centralization or 
Schools, VI-VII. School of Laws of Pennsylvania, 1902, Con- 
solidated Districts, 2-4. 

Quebec. — Report of the Superintendent of Public Instruc- 
tion for the year 1901-02, Protestant Schools, XX, XXI. 

Rhode Island. — Fifty-Seventh Annual Report of the Com- 
missioner of Public Schools for the year ending April 30. 
1901, Size of Schools, 73; Extracts from Reports on Consoli- 
dation and Transportation, Appendix, 27, 29, 33-35, 37, 64, 



6; 

101, 129-131. Public Laws Pertaining to Education, 1903, Ch. 
1101, An act providing for the better management of the pub- 
lic schools in the state (in pamphlet form). 

South Dakota. — Sixth Biennial Report of the Superintend- 
ent of Public Instruction, 1901-1902. The Centralization of 
Rural Schools, 3; circular letter of State Superintendent, 16; 
reports from various counties, 40, 66, 74, 77, 79, 94. 

Texas. — Thirteenth Biennial Report of State Superintend- 
ent of Public Instruction for the scholastic years ending Au- 
gust 31, 1901, and August 31, 1902, The Real Harmony between 
the Law and Appropriate Business Methods, etc., 15-16. 

Vermont. — Thirty-Seventh School Report of the State Su- 
perintendent of Education, October, 1902, Union of Schools and 
Conveyance of Pupils, 22-24; Educational Thought and Ef- 
fort, 56; statistics on transportation, 134; county reports, 146, 
194, 219, 222. 

Virginia. — Biennial Report of the Superintendent of Pub- 
lic Instruction, 1900-1901, The Rural School, XXVI; Consoli- 
dation and Transportation, XXVII-XXVIII. 

Washington. — Sixteenth Biennial Report of the Superin- 
tendent of Public Instruction, 1902, Consolidation of School 
Districts, 183-184. 

West Virginia. — Biennial Report of the Superintendent of 
Free Schools for the two years ending June 30, 1902, Centrali- 
zation and Consolidation of Schools', 27-29. 

Wisconsin. — Biennial Report of the State Superintendent 
for the two years ending June 30, 1900, Transportation of 
Rural School Children at Public Expense, p. 18-24; Report of 
the Committee of Six on Rural Schools, p. 25-36; Report for 
1902, Consolidation of School Districts and Transportation of 
Rural School Pupils at Public Expense, 41-62 (issued in bul- 
letin form). 

U. S. Commissioner of Education, Report for 1898-1899, Ch. 
XI, Consolidation of Schools— The Kingsville, Ohio, Plan, 526- 
529. Report for 1900-1901, Ch. Ill, Consolidation of Schools 
and Transportation of Pupils— A Visit to the Centralized 
Schools of Ohio; Consolidation of Schools and Conveyance of 
Children (Report made by G. T. Fletcher, agent Massachusetts 
State Board of Education) ; Transportation of Pupils in Indi- 
ana; An Inquiry Regarding the Conveyance of Scholars in New 
Hampshire; Transportation of Pupils in Nebraska and Instruc- 
tion in Neighboring Districts— 161-213. Report for 1900-1901, 
Transportation of Pupils to School, giving status in twenty- 
two states, 2396-2401. 

Journal of Proceedings and Addresses of the Fortieth An- 
nual Meeting of the National Educational Association, held at 



68 

Detroit, Michigan, July 8-12, 1901, Centralization of Rural 
Schools, Lewis D. Bobebrake, State School Commissioner of 
Ohio, 804-811. Forty-First Annual Meeting, Minneapolis, 
Minn., July 7-11, 1902, The Financial Phase of the Consolida- 
tion of Rural Schools, Charles A. Van Metre, county superin- 
tendent, Muncie, Ind., 224-230; Progress in Consolidation of 
Rural Schools, J. W. Olsen, state superintendent of public in- 
struction, St. Paul, Minn., 793-797. 

Department of Agriculture, Year Book, 1901, Some .Problems 
of the Rural Common School, A. C. True, 133-154. 

Report of the Committee of Twelve on tne Rural Schools, 
Appointed at the Meeting of the N. B. A. at Denver, July 9, 
1895, The County As the Unit of School Organization, 132-133; 
Comparative Cost of the Township and District System, 133- 
134; Transportation of Pupils, 135-140. ' 

Report of a Visit to the Centralized Schools of Onio — A 
Study of the Centralized Schools of Ohio, O. J. Kern, Rock- 
ford, 111. 

Report of a Visit to the Centralized Schools of Ohio by the 
State Superintendent of Michigan and Hon. A. E. Palmer, 
Lansing, Mich. 

Equal Education in Connecticut, W. Scott, Secretary INew 
Education League, Cambridge, Mass. 

A New England Education Policy, W. Scott, Cambridge, 
Mass. 

Possibilities of the Country Schools, and the New Education 
for the Country Child, O. J. Kern, Rockford, 111. 

Circular to the Protestant Boards of School Commissioners 
and Trustees of the Province of Quebec, and Appendix, Bou- 
cher de la Bruere, Quebec, Canada. 

Centralization of Rural Schools, J. Fred Orlander, Superin- 
tendent of Brookings County, Brookings, S. Dak. 

Review of Reviews, December 1902, 702, Consolidation of 
Common Schools, Frank Neison, Topeka, Kas., Consolidation 
of Common Schools, W. B. Shaw, 706. 

Outlook, December 27, 1902, 981-984, Country Schoois — The 
New Plan, C. H. Matson. 

Forum, March 1902, 103, Consolidation of Country Schools 
and the Conveyance of Children, Clarence E. Blake. 

Educational Review, October, 1900, 241, Transportation of 
Rural School Children at Public Expense, A. A. Upham. 

Does the Community Get the Worth of the Money It Ex- 
pends On Its Schools? Robert L. Myers, Harrisburg, Penn. 

The Value of One Act. Robert L. Myers, Harrisburg, Penn. 

Pennsylvania School Journal, published by Superintendent 
N. C. Schaeffer, Harrisburg, Penn., August, 1902, Centraliza- 
tion of Township Schools, Superintendent W. W. Llerick, 68- 



6 9 

70. April, 1903, Leadership and Rural Schools, Superintend- 
ent Samuel Hamilton, Allegheny, 446-451; Township High 
Schools, Arthur J. Simons, 452-455. 

Moderator-Topics, published by H. R. Pauengill, Lansing, 
Mich., April, 1903, A Report of Progress, State Superintendent 
Delos Fall, 524. April 16, 1903. Centralized Schools, Commis- 
sioner Elliott, Oakland, Mich., 542. May 14, 1903, Procedure in 
Consolidating School Districts, State Superintendent Delos 
Fall, 625. June 11, 1903, Rural High Schools, 712. 

Normal Instructor and Teachers' World, published by F. A. 
Owen Publishing Co., Dansville, N. Y., June, 1903, Need of 
Secondary Instruction in Country Schools, State Superintend- 
ent Alfred Bayliss, Springfield, 111., 9. 

American School Board Journal, published by Wm. Geo. 
Bruce, Chicago, November, 1902, Consolidation of Rural 
Schools, Arguments in Favor Of, 8. 

The School Journal, published by E. L. Kellogg & Co., New 
York City, April 4, 1903, Consolidation of Schools, 375; Rural 
School Conditions, W. S. Diffenbaugh, 375-377. June 27, 1903, 
Centralization of Rural Schools, 781-784. 

The Western Journal of Education, The Whitaker & Ray 
Co., publishers, 723 Market St.. San Francisco, June, 1903, a 
special number on Consolidation of School Districts and the 
Transportation of Pupils. 

The World's Work, published by Doubleday, Page & Co., 
New York City, May, 1903, Teaching Farmers' Children On the 
Ground, George lies. 

Education, published by the Palmer Company, Boston, Vol. 
XIX, The Rural School Problem, John Ogden, 261, 413. 

Address on Education for the Improvement of Agriculture 
by Jas. W. Robertson, Commissioner of Agriculture and Dairy- 
ing for the Dominion of Canada, printed by Wm. Macnab, 3 
Prince St., Halifax, N. S., 21-29. Improvement of Education 
in the Rural Schools.. Jas. W. Robertson, Ottawa, Canada. 

The Educational News, Edinburgh, Scotland, July 4, 1903, 
The Grouping of Our Public Schools, C. H. Owen; July 25, 
1903, The Rural School Problem and the Inverness Congress, 
C. H. Owen. 

Atlantic Educational Journal, Richmond, Va., July, 1902, 
Concentrated School Districts and the Schoolhouses for Them, 
S. F. Venable; The Movement for Better Schoolhouses in 
North Carolina, Annie G. Randall; The Housing of Rural 
Schools, Robert Frazier; An Ideal Rural School, Lawton B. 
Evans. Ma y,1903, The Power of an Idea — A Story and a Sug- 
gestion, David E. Cloyd: Extracts from Addresses Made at the 
Sixth Conference for Education in the South. June, 1903, ,ue 



Ideal Rural School, Charles S. Ball; Consolidation in Tennes- 
see. 

The Ohio Teacher, published by H. G. Williams, Athens, O., 
September, 1902, The Centralization of Rural Schools, u G. 
Williams. October, 1902, The Centralization of Rural Schools, 
A. B. Graham. December, 1902, The Centralization of Rural 
Schools at Kingsville, O., L. S. York. January, 1903, Gradual 
Consolidation of Rural Schools, A. H. Dixon. February, 1903, 
The Centralization of Township Schools, John J. Richeson. 

The School News, Independence, Mo., June, 1902, Central 
Schools and Transportation of Pupils, W. H. Johnson, Super- 
intendent Jackson county, Missouri. September, 1902, Central 
Schools and Transportation of Pupils, W. H. Johnson. No- 
vember, 1902, A Rural High School. December, 1902, The 
Rural High School, J. B. McDonald. January, 1903, Transpor- 
tation of Pupils in Ellsworth County, Kansas, W. W. Maze; 
Report of Raytown High School. 

Texas School Journal, Austin, Tex., December, 1902, Rural 
Schools, John C, Moore; Transfers, J. H. Hill. January, 1903, 
What We Want— Rural Schcolhouses. 

The People, Cambridge, Mass., July, 1899, Dublin, N. H., 
School Matters; Natural School Unit; Editorials. June, 1900, 
Equal Education in New England, W. Scott, secretary New 
England League. August, 1901, A School Study of a New 
England Education League. August, 1901, A School Study of a 
New England Town. March-May, 1902, Transportation. June- 
August, 1903, A School Experiment. 

American Education, published by New York Education Co., 
Albany, N. Y., February, 1903, Two Views. 

The Advocate of Christian Education, Berrien Springs, 
Mich., March, 1903, The Consolidation of Schools; Centralizing 
Districts. 

The Canadian Teacher, published by the Educational Pub- 
lishing Co., Limited, Toronto, Canada, September, 1901, Cen- 
tralization of Country Schools (editorial). October, 1901, Cen- 
tralization of Schools. November, 1901, Centralization Again 
(editorial). December, 1901, Centralization at Last, William 
S. Carter, Inspector of Schools. January, 1902, Centralization 
Again, M. D. Worden (with editorial comment). February, 
1902, Centralization Again (editorial). May, 1903, Centraliza- 
tion of Rural Public Schools, M. Parkinson (editor). 

The World Review, Fine Arts Building, Chicago. 

The Passing of the District School, M. Vincent O'Shea, Uni- 
versity of Wisconsin. 

School Education, Minneapolis, Minn., January. 1903, Rural 
School Consolidation, W. M. Hayes, University of Minnesota. 

Midland Schools, Des Moines, la., March, 1902, Buffalo Cen- 



7i 

3 CUTS — Great Advances in Drying Veneers. 2 

ter Township Graded School, J. C. Johnson: Consolidation in 
Pottawattamie County, Superintendent McManus; The Con- 
solidated School System, O. V. Holcomh. 

Farmer's Tribune, Des Moines, la., June 17, 1903, Is the Cen- 
tral School a Fad? Has It Come to Stay? O. E. Gunderson. 

Successful Farming, Des Moines, la., February, 1903, The 
Consolidation ot Rural Schools. 

The Prairie Farmer Home Magazine, Chicago, March 26, 
1903, The Centralized Schools, G. H. Campbell. 

Farm, Field, and Fireside, published by the Howard Co., 
Chicago, May 30, 1903, Farming to Be Taught in Ihe Rural 
Schools. 

The Family Herald and Weekly Star, Montreal, Canada, 
February 11, 1903, A Novel Experiment in Rural Education 
(an outline of Sir William MacDonald's plan for the improve- 
ment of education in the rural districts by the consolidation of 
schools and the establishment of gardens for nature study), 
Geo. D. Fuller. 

The Nebraska Farmer, Omaha, Neb., July 30, 1903, The Con- 
solidation of Country Schools (editorial-. 

The Farmer's Call, Quincy, 111., December 11, 1902, Better 
Country Schools. January 22, 1903, Consolidating Country 
Schools. January 29, 1903, Move Up, Brethren. March 19, 
1903, Consolidated School Bill. May 14, 1903, Farmers Should 
Be Heard On School Consolidation, Francis B. Livesey. 

The Ohio Farmer, Cleveland, O., April 24, 1902, Gustavus, 
O., Central Schools, C. G. Williams. September 4, 1902, Cen- 
tralization rf Schools. April 23, 1903, Centralize the Right 
Way. 

Herald, Wabasha, Minn., May 30, 1901, Centralization of 
Rural Schools, L. P. Cravens. 

Register, Blue Earth, Minn., May 30, 1901, Concentration of 
Schools, J. E. Gilman. 

Among Country Schools, by 0. J. Kern. Published by Ginn 
& Co., Atlanta, Ga. ($1.25). 



LIBRARY OF CONGRESS 



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